Abstract:

The rapid diffusion of artificial intelligence in higher education offers opportunities to enhance learning design while raising significant ethical and academic integrity questions. To explore how generative AI can be implemented responsibly within virtual learning environments (VLEs), this qualitative pilot study investigates the use of generative tools to support development of code‑based learning components in Canvas (VLE). Drawing on reflective practice accounts, semi‑structured discussions and iterative design documents from members of a digital learning team, the study examines how AI assistance influences professional agency, trust, accountability and pedagogical control when co‑creating digital learning artefacts. Participants experimented with AI‑driven code generation and content design to automate elements of instructional development and improve workflow efficiency. Throughout the pilot, the team followed institutional AI policies and ethical frameworks, embedding transparency and disclosure statements into AI‑assisted artefacts and monitoring the impact on academic integrity. Analysis reveals that generative AI can act as an augmentative partner in digital learning when clear ethical guidelines are in place. Participants reported gains in efficiency and creativity, but emphasised the need for human oversight, rigorous validation of AI‑generated output, and transparent communication with students and stakeholders. The study concludes that responsible integration of AI requires shared professional norms, institutional support for AI literacy and governance, and ongoing evaluation of how AI tools affect equity, academic standards and pedagogical values. These insights offer practical guidance for universities seeking to leverage AI within VLE ecosystems while sustaining integrity, equity and responsible innovation.

Keywords:

AI, technology, education, instructional design, ethics, responsible AI, VLE, learning design.