Session 3 - Strand 3

Abstract:

Artificial intelligence is rapidly becoming the “smartest co‑worker” apprentices can use to support their work‑integrated learning (WIL). Acting as a personal assistant, AI now helps draft emails, plan tasks, interpret feedback, and scaffold professional communication for workplace projects and consultancy‑style assessments. However, its increasing presence raises key questions for teaching teams: How equitable is AI access? What counts as authentic learning in AI‑enabled environments? And how should WIL pedagogy and assessment adapt? This interactive session shares findings from recent research exploring how apprentices and tutors use AI during WIL experiences. Rather than viewing AI as a threat or short cut, the session examines how learners already incorporate AI into everyday workplace and study practices, and how educators can support them to navigate emerging tensions around judgment, accountability, and professional and academic identity. Participants will engage through short provocations from lived experiences and small‑group discussions. Attendees will analyse realistic WIL scenarios involving AI‑assisted work, debate whether these practices represent augmentation or abdication of learning, and explore practical strategies for guiding responsible, transparent AI use. No prior experience with AI tools is required. The session concludes with three evidence‑informed takeaways for educators: Designing WIL activities that explicitly account for AI within organisational contexts. Assessing human judgement and reasoning, rather than task completion. Embedding AI literacy as a core employability capability. This interactive session will interest WIL practitioners, apprenticeship teams, and curriculum designers seeking pragmatic approaches to AI‑enabled work‑integrated learning.