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From Novice to Navigator: Embedded GenAI Literacy Learning Activities for First Year Students in Higher Education (Practice Report)
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From Novice to Navigator: Embedded GenAI Literacy Learning Activities for First Year Students in Higher Education (Practice Report)

Kate Baltrotsky, Kellie Toohey and Fiona Naumann
SSRN, Vol.Series Paper No. 60
Southern Cross University Scholarship of Learning and Teaching, Elsevier
10/08/2026
DOI: https://doi.org/10.2139/ssrn.7256978
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Preprint (Author's original) Open CC BY-NC-ND V4.0
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From Novice to NavigatorView
Preprint (Author's original) Open CC BY-NC-ND V4.0

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Abstract

generative artificial intelligence GenAI literacy first-year health education scholarship of teaching and learning reflective practice
This practice report describes the design and implementation of introductory Generative Artificial Intelligence (GenAI) literacy activities within a first-year undergraduate health unit, HLTH1004 Reflective Learner and Health Science Scholar (Reflective Scholar), at an Australian regional university. The rapid emergence of GenAI in higher education has contributed to both opportunities and challenges for first-year students, particularly those with diverse digital literacy backgrounds. Early observations in 2023 revealed a mismatch between staff assumptions about student GenAI use, often framed around academic misconduct, and students’ reported uncertainty, apprehension, and limited confidence in using GenAI appropriately to support their learning. To progress equitable development of GenAI literacy a series of learning activities were embedded within regular teaching activities in Reflective Scholar. The learning activities were aligned with the Faculty of Health Generative Artificial Intelligence Curriculum Framework and aimed to develop students’ foundational understanding of ethical usage and critical application of GenAI. Anecdotal evaluation, informed by in-class polls, student feedback and reflective teaching practice, indicated increased student confidence in using GenAI appropriately to support learning, greater uptake of these technologies, and improved awareness of ethical and critical considerations following the inclusion of GenAI literacy activities within scheduled teaching.

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