Constructivist pedagogy and student engagement: facilitating active learning through guided milestone-driven GAI prompts

Purpose Generative AI (GAI) refers to a class of artificial intelligence models that create new content by learning patterns from large data sets. This study investigates how guided, milestone-driven GAI prompts, embedded within a constructivist learning framework, influence student engagement, critical thinking and writing development in asynchronous higher education courses. Design/methodology/approach Using a case study design, the research examines two online business courses (one undergraduate and one postgraduate) at a mid-sized US university. Students completed a five-milestone term paper supported by instructor-designed GAI prompts. Data were collected through a 20-item end-of-semester survey comprising closed- and open-ended questions. Quantitative responses were analyzed using frequency and percentage analysis, while qualitative responses underwent inductive thematic analysis and comparative analysis between courses and between undergraduate and postgraduate. Findings Among 29 respondents, 93.1% reported that GAI prompts supported their thinking and writing processes, with most indicating enhanced critical thinking (79.3%) and improved final paper quality (89.7%). Qualitative findings highlight GAI’s role in reducing writing anxiety, promoting perspective-taking, and fostering metacognitive reflection. Although improvements in instructor-assessed grades were not always immediate, student reflections suggested deeper cognitive engagement and iterative learning consistent with constructivist pedagogy. Research limitations/implications Findings are limited by sample size, reliance on self-reported data and the absence of a control group. Future research should explore longitudinal impacts and cross-disciplinary applications. Practical implications Thoughtful GAI integration can promote equitable, learner-centered instructional design and strengthen students’ ethical and professional use of AI tools. Originality/value This study provides one of the first empirical examinations of structured GAI integration within a constructivist, milestone-based writing assignment. It advances understanding of how GAI can operate as a cognitive scaffold that supports learner agency and academic development in online learning environments.