Using Technology and AI in Teaching to Support Focused, Effective and Future-Ready Learning
By Hamis Ejaz, Lecturer in Business, LSST Luton and Hararia Ijaz, Teaching Fellow in Business, LSST Luton.
The role of technology in higher education has changed considerably over the past few years. Classrooms are no longer isolated spaces where learning happens only through lectures and static materials. Instead, they sit within a wider digital environment where students constantly access information, communicate, and develop skills that go beyond traditional academic content.
In this context, technology is no longer an optional addition to teaching. It has become part of how students learn and how they prepare for future professional environments. Digital tools already support many aspects of teaching, particularly engagement, accessibility, and interaction. While virtual learning environments remain central, there are also moments during teaching where more immediate and flexible tools can add value. These might include quick access to resources, short interactive activities, or tools that allow students to respond and participate in real time while also allowing the students to learn with greater efficiency. If used appropriately, these approaches can make teaching more dynamic and responsive. This shift is particularly significant with the rise of AI, which is changing not only how students access information, but also how lecturers support learning and prepare students for employment.
AI, Lecturers and Graduate Readiness
The growth of AI also changes the role of lecturers in higher education. If information is now instantly available through digital platforms and AI tools, teaching cannot be limited to the delivery of content alone. The lecturer’s role increasingly involves guiding students in how to question, evaluate and apply information in meaningful ways. This positions lecturers as mentors, coaches and curators of knowledge who help students develop judgement, confidence and critical thinking (Atchley et al.,2024).AI should also be understood as part of graduate readiness. Many employers now expect graduates to work confidently with digital tools, including AI-supported systems. Therefore, higher education has a responsibility to help students use AI ethically and effectively, rather than avoiding it altogether. This includes developing skills such as prompt writing, information checking, responsible referencing, digital judgement and awareness of bias. In this sense, AI is not only a teaching tool, but also an employability capability that students need for the future workplace.
The Changing Nature of Learning in Higher Education
Students today approach learning differently from previous generations. They are used to accessing information instantly, engaging with content through digital platforms, and interacting in more fluid and flexible ways. Research suggests that when technology is used effectively, it can enhance engagement, collaboration, and overall learning outcomes (Bond et al., 2020). Because of this, teaching that includes digital elements often feels more aligned with how students already learn. This does not mean replacing traditional methods, but rather complementing them in ways that can improve both the efficiency and effectiveness of teaching. A balanced approach allows teaching to remain structured while also being adaptable. Ignoring this shift can create a gap between students’ expectations and their actual learning experience. However, Nikolic et al., (2024) question the adaptability and application of modern technologies, stressing that proper implementation and adaptability of digital technologies are essential for improved student outcomes.
The emergence of digital technologies and mobile devices has led to the disruption of the traditional classroom environment, with focus shifting towards self-directed use of technologies. Lai et al., (2022) argue in favour of employing self-directed use of mobile devices amongst students and its perceived benefits, especially in out-of-class learning, while Wu et al., (2024) concluded that AI-assisted learning allowed an increase in student efficacy. A study from Esiyok et al., (2025), also recommended the integration of self-directed learning with technologies (SDLT) into activities and the updating of course curricula for enhanced support. Chugh et al., (2023), however, argue that implementation of such technologies requires changes at the institutional level, along with a focus on individual technologies for better integration into the learning environment, and appropriate training of the staff to handle and utilise such technologies most effectively.
Technology as a Tool for Engagement and Inclusion
One of the most noticeable benefits of technology in teaching is its ability to support engagement and inclusion. Not all students feel comfortable speaking in front of others or contributing in traditional ways. Digital tools can offer alternative ways to participate, such as responding anonymously, engaging in live polls, or contributing through online platforms. When used with a clear purpose, these tools can help create a more inclusive classroom environment. Students who might otherwise remain silent often become more involved when given different ways to contribute. Research supports this, showing that digital tools can reduce participation barriers and encourage broader engagement (Henderson, Selwyn and Aston, 2017). Technology also makes learning more accessible and creates an environment that accelerates the pace at which knowledge is absorbed. Students can revisit materials and generate quick summaries, access additional content quickly, and engage in ways that suit their own pace and preferences. This is particularly important in classrooms where students come from varied academic and cultural backgrounds. However, Chugh et al., (2023) state that implementation of technology may not be equally beneficial for all students due to technical proficiency at individual levels, which may affect adoption of new technologies, and variance in its harnessed benefits.
Balancing Professional Boundaries and Digital Innovation
At the same time, it is important to recognise the need for professionalism in student-facing environments. Policies around the use of mobile devices are often introduced to minimise distractions and maintain focus. These are valid concerns and play an important role in maintaining appropriate classroom standards. However, it is useful to consider the difference between unstructured use of technology and its purposeful use within teaching. Technology itself is not the issue; rather, it is how it is used. When digital tools are integrated with clear intent and structure, they can support learning rather than disrupt it. For example, short interactive activities, real-time feedback, or accessing relevant information during a session can enhance teaching without undermining professionalism. Research suggests that it is the design and purpose behind technology use that determines its effectiveness (Laurillard, 2012). On the other hand, Atchley et al., (2024) argue that while such technologies are effective in augmenting the typical learning environment, some students may use technology for non-academic, self-distracting purposes. On the use of generative AI such as ChatGPT, the study further states that while the use of AI can facilitate brainstorming, collaboration, editing, and providing practice, it may also lead to the fabrication of information and scholarly sources, further suggesting changes to academic policies and the structuring of assignments.
Conclusion
Higher education continues to adapt to changes in technology and society. In this context, the role of technology in teaching needs to be considered carefully. Rather than viewing digital devices solely as a source of distraction, there is an opportunity to use them in ways that support engagement, inclusion, and employability. A balanced and structured approach allows educators to maintain professional standards while also creating more flexible and relevant learning environments. This better reflects the realities of a digitally connected world and supports students in developing the skills they need for the future. Ultimately, the question is no longer simply whether technology should be present in the classroom, but how technology and AI can be used to enhance learning, strengthen critical judgement and prepare students for a rapidly changing workplace.
References
Atchley, P., Pannell, H., Wofford, K., Hopkins, M. and Atchley, R.A., 2024. Human and AI collaboration in the higher education environment: opportunities and concerns. Cognitive research: principles and implications, 9(1), p.20.
Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O. and Kerres, M. (2020) ‘Mapping research in student engagement and educational technology in higher education: A systematic evidence map’, International Journal of Educational Technology in Higher Education, 17(1), pp. 1–30.
Chugh, R., Turnbull, D., Cowling, M.A., Vanderburg, R. and Vanderburg, M.A., (2023). Implementing educational technology in Higher Education Institutions: A review of technologies, stakeholder perceptions, frameworks and metrics. Education and Information Technologies, 28(12), pp.16403-16429.
Esiyok, E., Gokcearslan, S. and Kucukergin, K.G., (2025). Acceptance of educational use of AI chatbots in the context of self-directed learning with technology and ICT self-efficacy of undergraduate students. International Journal of Human–Computer Interaction, 41(1), pp.641-650.
Henderson, M., Selwyn, N. and Aston, R. (2017) ‘What works and why? Student perceptions of useful digital technology in university teaching and learning’, Studies in Higher Education, 42(8), pp. 1567–1579.
Lai, Y., Saab, N. and Admiraal, W., (2022). University students’ use of mobile technology in self-directed language learning: Using the integrative model of behavior prediction. Computers & Education, 179, p.104413.
Laurillard, D. (2012) Teaching as a design science: Building pedagogical patterns for learning and technology. London: Routledge.
Nikolic, M., Paunovic, L. and Gojgic, N., (2024). Educational Technology–Benefits and Drawbacks in Enhancing Knowledge Acquisition Efficiency. In 10th International Scientific Conference Technics, Informatics and Education-TIE 2024. Faculty of Technical Sciences Čačak, University of Kragujevac.
World Economic Forum (2020) The future of jobs report 2020. Geneva: World Economic Forum. Available at: https://www.weforum.org/reports/the-future-of-jobs-report-2020/ (Accessed: 18 March 2026).
Wu, D., Zhang, S., Ma, Z., Yue, X.G. and Dong, R.K., (2024). Unlocking potential: Key factors shaping undergraduate self-directed learning in AI-enhanced educational environments. Systems, 12(9), p.332.