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Natacha Jesus-Silva, Dos-Santos, M.J.P.L. & Maria Duarte Bello (2025). From Disruption to Innovation: Integrating Active Learning in AI-Resilient Assessment Design. In International Conference on AI Research. (pp. 71-78).: Academic Conferences and Publishing International Ltd.

N. Jesus-Silva et al.,  "From Disruption to Innovation: Integrating Active Learning in AI-Resilient Assessment Design", in Int. Conf. on AI Research, Academic Conferences and Publishing International Ltd, 2025, vol. 5, pp. 71-78

@inproceedings{jesus-silva2025_1770190791874,
	author = "Natacha Jesus-Silva and Dos-Santos, M.J.P.L. and Maria Duarte Bello",
	title = "From Disruption to Innovation: Integrating Active Learning in AI-Resilient Assessment Design",
	booktitle = "International Conference on AI Research",
	year = "2025",
	editor = "",
	volume = "5",
	number = "",
	series = "",
	doi = "10.34190/icair.5.1.4274",
	pages = "71-78",
	publisher = "Academic Conferences and Publishing International Ltd",
	address = "",
	organization = "",
	url = "https://papers.academic-conferences.org/index.php/icair/article/view/4274"
}

TY  - CPAPER
TI  - From Disruption to Innovation: Integrating Active Learning in AI-Resilient Assessment Design
T2  - International Conference on AI Research
VL  - 5
AU  - Natacha Jesus-Silva
AU  - Dos-Santos, M.J.P.L.
AU  - Maria Duarte Bello
PY  - 2025
SP  - 71-78
SN  - 3049-5628
DO  - 10.34190/icair.5.1.4274
UR  - https://papers.academic-conferences.org/index.php/icair/article/view/4274
AB  - Artificial Intelligence (AI) and generative learning technologies are transforming the landscape of higher education. With tools capable of producing essays/reports, solving complex problems, and simulating critical thought, traditional assessment practices are becoming increasingly vulnerable. The rapid, widespread, and easy accessibility of generative AI raises concerns about academic dishonesty, plagiarism, and the erosion of original thought. This disruption calls for a reimagining of assessment models that are not only robust in the face of AI but also pedagogically sound. Active Learning Strategies (ALS) offer a pathway forward. Rooted in constructivist and experiential learning theories, ALS emphasizes student participation, collaboration, and real-world application. By shifting from passive learning methods to active learning engagement, these strategies promote higher-order thinking and personal investment in learning, qualities that AI cannot easily replicate. This paper aims to analyze how ALS can underpin AI-resilient assessment design, drawing insights from a scoping literature review, an applied case study from the UNESCO-ESCS Chair in Portugal and results from inquiries to students.
ER  -