How teaching and learning will change in the age of AI, with C. Edward Watson, PhD, and Beth Schwartz, PhD

September 2, 2026

AI Summary

5 min read

Students are using AI to brainstorm, write papers, solve problems, and study. Teachers are using it to create lesson plans and assignments. But the technology is evolving faster than policies and teaching practices can keep up. In this episode of Speaking of Psychology, two experts—C. Edward Watson of the American Association of Colleges and Universities and Beth Schwartz of the American Psychological Association—walk through what the science of learning says about navigating this shift. The core tension is simple: AI can do the thinking for students, or it can be used as a tool that deepens their thinking. The difference depends on how educators design assignments, communicate expectations, and preserve the effort that drives real learning.

What the data shows about AI use in classrooms

Surveys on how many students use generative AI are wildly inconsistent—some show as low as 20%, others near 90%. Watson suspects the real number is above half, possibly three-quarters of college students. At the K–12 level, surveys have focused more on teachers than students. About 43% of elementary teachers report using AI, rising to 63% in middle school and 72% in high school and college. Among college faculty, roughly 20% are actively integrating AI into their teaching, 70% are in a "wait and see" mode, and a small pocket resists entirely.

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What you'll learn

1 (01:50) **Introducing the Guests** - Dr. Eddie Watson and Dr. Beth Schwartz are introduced, along with their roles in helping educators navigate AI in teaching and learning.
2 (03:21) **How Common is AI Use in Classrooms?** - Data on student and teacher AI usage reveals a wide range, with most university students likely using it, though self-report surveys vary wildly.
3 (05:35) **Top Educator Concerns About AI** - The biggest fears are cognitive offloading (AI doing the thinking) and cheating, along with reliability, erosion of trust, and equity issues.
4 (07:10) **How Faculty Are (and Aren't) Using AI** - Only about 20% of faculty are actively integrating AI to improve learning, while a large middle group is in a "wait and see" mode.
5 (10:50) **Is AI Fundamentally Different From Other Disruptions?** - Unlike calculators or Google, AI doesn't just assist the process of learning; it produces the final output, making it a fundamentally different disruption.
6 (12:51) **Will AI Erode Critical Thinking?** - A survey of faculty found that 90% believe generative AI will diminish students' critical thinking skills, with two-thirds expecting a significant impact.
7 (17:21) **Defining Cheating in the Age of AI** - The key to reducing cheating is clear, repeated communication about what is and isn't allowed for each assignment, as students and faculty often define cheating differently.

+ Full timestamped outline available in the app

Show Notes

Over the past several years, generative AI has moved into classrooms at lightning speed. C. Edward Watson, PhD, author of “Teaching with AI: A Practical Guide to a New Era of Human Learning,” and Beth Schwartz, PhD, senior director of teaching and learning at APA, discuss how students and educators are navigating these changes; how AI can help or hinder learning; how teachers can redesign assignments and assessments; and what schools and universities should be teaching students about using AI responsibly.

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