The rapid integration of generative artificial intelligence (AI) tools is transforming higher education. This article examines the pedagogical, ethical, and discipline-specific implications of AI use, arguing that political science is uniquely positioned to both utilize and critically interrogate these technologies. The paper highlights the opportunities and risks of AI, including its potential to democratize access and scaffold learning, as well as its capacity to reinforce bias, encourage superficial thinking, and complicate academic integrity. Practical strategies for integrating AI into political science education are proposed, including reflective assignments, simulationbased learning, and student-led evaluations. The study concludes that educators must move beyond reactive policies toward proactive pedagogical design.
Jennifer De Maio (2026) studied this question.