Conversations with students on self-regulated learning with GAI

How can learning developers foster AI literacy while helping students use AI ethically in their academic work? Recent research (Lin et al., 2024) shows students value generative artificial intelligence (GAI) for levelling the linguistic playing field, particularly for multilingual writers, while expressing concerns about unethical use, reduced critical engagement, and the flattening of linguistic diversity. As GAI literacy can support academic success (Seo et al., 2021; Hashim et al., 2022; Barrot, 2023), learning developers play a critical role in supporting students' self-regulated AI use to maximise learner benefits while avoiding pitfalls. In this workshop, we shared our framework for teaching AI literacy in academic writing, building on Winne and Hadwin's (1998) COPES model of SRL and recent work on AI literacy (Allen and Kendeou, 2024). Our five-phase model integrated skills in prompt formation, output evaluation, and ethical AI use (see: https://wordpress.kpu.ca/gaiwriting/, Vytasek and Page, 2025). Participants will explore implementing this framework across disciplines through educational scaffolding that addresses (a) defining the writing task; (b) planning and goal setting; (c) using learning strategies; and (d) applying metacognitive processes to evaluate, reflect, and improve on both task completion and broader skill development.