Abstract
Generative AI (GenAI) is transforming knowledge production and use, raising urgent challenges for assessment integrity, curriculum design, and graduate capability. While policies and literacy frameworks set principles, few approaches show how to embed GenAI at scale in ethical and sustainable ways. This research-in-progress introduces a Scaffolded Progression Framework for GenAI Literacy, combining a pedagogical design with its operationalisation in the learning management system (LMS). Together, these layers provide a pathway that sequences guidance, application, and reflection through staged assessment tasks. The study adopts an exploratory, design-science-inspired intervention evaluated through mixed methods, combining quantitative indicators (e.g., task completion rates, LMS logs) with qualitative insights from student reflections, focus groups, and staff interviews. The framework was piloted in one first-year Bachelor of Information Systems subject and is now undergoing a second implementation in another. Findings will address student learning, agency, and implementation challenges, offering a scalable, institutionally aligned framework for GenAI literacy.
Recommended Citation
Atif, Amara; Roth, Fabian; Beydoun, Ghassan; Mowjoon, Mahira Mohamed; and Saberi, Morteza, "Scaffolded Progression for GenAI Literacy: A
Design-Science-Inspired Intervention in First-Year
Information Systems Courses" (2025). ACIS 2025 Proceedings. 148.
https://aisel.aisnet.org/acis2025/148