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The 熊猫AV免费 College of Education launched a new graduate certificate, , to help educators build an AI-ready classroom. The fully online program can help teachers, instructional professionals and educational technologists move beyond simply learning about artificial intelligence and prepare them to integrate AI into teaching, curriculum, assessment and educational practice. Through hands-on, applied learning, students will learn about responsible, ethical and effective use of AI in real educational settings K-20.

鈥淭he goal is not to replace the role of educators, but to help them understand how AI can support teaching, deepen learning, improve planning and strengthen professional practice,鈥� said Stephanie Arthur.

The asynchronous program is designed for working educators and includes four graduate-level courses that are built progressively from foundational AI concepts to classroom implementation, curriculum design, assessment and a capstone experience focused on evidence-based practice. 

The certificate is structured around four courses: 

• EDG 6808: Introduction to AI in Teaching and Learning
• EDG 6385: AI In and Out of the Classroom
• EDG 6217: AI in Curriculum Design, Planning and Assessment
• EDG 6347: Integrating AI into Your Teaching

Together, the courses guide students through AI foundations, prompt engineering, tool evaluation, ethical and privacy considerations, custom AI tool design, assessment strategies, and action research. The deadline to apply for Fall 2026 is June 1.

Learning AI Through Practice

Unlike traditional professional development models that may focus primarily on awareness or theory, the USF College of Education program is built around applied, collaborative learning. Students don't just explore AI tools individually, they do it together, designing classroom-ready resources, evaluating risks and limitations and developing strategies through shared inquiry. The result is lateral learning that moves in every direction, with educators bringing their own classroom experiences to the table and leaving with insights shaped by their peers as much as by the curriculum.

Participants develop practical skills across the full arc of teaching practice 鈥� learning to identify and evaluate AI tools, create AI-enhanced lesson content, design AI-supported assessments, and measure the impact of AI integration on student outcomes. Responsible use is not an afterthought here. Questions of privacy, safety, fairness, accuracy, reliability and sustainability are embedded throughout, ensuring educators leave not just capable, but conscientious.

Student Testimonials

The program is new, but the impact is already being felt. Students from the first cohort have described the experience as practical, empowering and immediately useful. This is a testament to a program designed not for someday, but for the classroom realities educators face right now.

One student, Taciana, said the course helped her move from general curiosity to practical classroom application.

鈥淏ecause this course shifts the focus toward classroom applications, I appreciate the opportunity to dig deeper into how AI can shape teaching and learning in more practical and creative ways," she said. "Experimenting with various tools has allowed me to better understand how they function, what they can offer, and how they can support meaningful learning experiences. This process has empowered me to feel more prepared to integrate AI intentionally in classroom settings.鈥�

Juan, another student in EDG 6808, said the course helped him become more confident using AI as a support for learning rather than a replacement for it. 鈥淚 feel confident understanding what AI actually is and how it can support learning instead of replacing it. I鈥檝e gotten better at using it as a tool to organize ideas, brainstorm, and think more deeply about topics.鈥�

For Sabrina, the course provided an opportunity to think deeply about the future of education. 鈥淎I is changing education as we know it, and this class has allowed me to begin to understand how I can use these tools to better support my students and their learning.鈥�

For Melanie, the course sparked a fundamental shift in how she thinks about AI's role in the classroom. 鈥淎s the course progressed, my thinking shifted to a more intentional view of AI integration. Rather than framing AI as a threat to thinking, I began to understand it as a cognitive tool whose impact depends on how it is embedded within learning experiences.鈥�

Students in EDG 6385: AI In and Out of the Classroom have also emphasized the immediate classroom value of the program.

Delaney described the course as a major shift in her thinking. 鈥淚t鈥檚 been a total 180 for me. Until fairly recently, I was pretty resistant to the idea. However, I鈥檓 finding the opposite to be true.鈥�

Maria noted that the program helped her better understand both the opportunities and the risks of AI. 鈥淚 have also developed a much stronger understanding of the security vulnerabilities, privacy and safety challenges, equity concerns, and accuracy and reliability risks associated with AI. More importantly, I now know how to recognize and mitigate these risks so that AI can be used responsibly and effectively in educational settings.鈥�

Elizabeth described the course as directly connected to her teaching practice. 鈥淓ach week, I have used our assignments for the course to make my own teaching and lessons better. I have been sharing the information we are learning with colleagues and also preparing slides, notes, and other docs with which I am sure I will end up leading a Professional Development for my peers.鈥�

Preparing Educators to Lead AI Integration

The certificate is designed for current educators, instructional professionals, educational technologists, and others who want to lead AI integration in K to 20 and higher education settings. No prior AI or computer science experience is required.

Students can complete the program at a pace that fits their professional responsibilities. The certificate may be completed in two semesters by taking two courses per semester, or in four semesters by taking one course at a time. All courses are fully online and asynchronous, allowing participants to engage with course materials on their own schedule.

The program is coordinated by Zafer Unal, associate dean of undergraduate studies and professor of education, and Stephanie A. Arthur, assistant professor of instruction in science/STEM education in the USF College of Education. Arthur brings expertise in science and STEAM education, inclusive pedagogy, generative AI, teaching and learning, and the design of innovative educational tools that support student engagement and equitable learning opportunities. Unal鈥檚 research focuses on developing web and mobile applications to enhance student learning, including AI use in education and classroom management tools.

鈥淭he goal is not to replace the role of educators, but to help them understand how AI can support teaching, deepen learning, improve planning and strengthen professional practice,鈥� Arthur said.

The courses are designed with the support of USF Libraries. USF Libraries is actively supporting researchers, students, and faculty through the growing adoption of AI tools in academic research. Drawing on deep expertise in information literacy, USF Librarians help the campus community critically evaluate AI models, apply them effectively, and identify where human judgment remains essential. Through regular workshops spanning topics from data analysis to evidence synthesis, and through individualized consulting for faculty and graduate students, USF Libraries has positioned itself at the forefront of this shift in how research is done. Evan Freuhauf, MLIS explores how emerging AI tools are transforming the way researchers conduct literature reviews and synthesize evidence. His work introduces a practical methodology for using AI as an assistive layer that expands discovery, accelerates analysis, and supports structured comparison of research while maintaining human oversight and research integrity. Through a walkthrough of tools such as Scite, Consensus, and Elicit, the session highlights both the opportunities and the limitations of AI, emphasizing responsible, human-in-the-loop use to enhance efficiency without sacrificing scholarly rigor.

"If you can't identify how an AI model is sourcing, interpreting, and modifying information, you aren't ready to use it responsibly. The way these tools have reshaped our information ecosystem is significant, and engaging with them well requires both critical thinking and a degree of technical fluency. We need discipline-specific experts who can work through what that means for each field," said Evan Freuhauf, MLIS.

For additional resources on AI tools for research, visit the