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<p>The rapid evolution of Generative AI (GenAI) in higher education has outpaced the pedagogical supports and institutional guidance needed for equitable and effective use. While widely adopted, GenAI chatbots are often deployed without robust pedagogical frameworks or instructor mediation, heightening the risk of amplifying existing disparities in access, participation, and learning outcomes between marginalized and privileged learners. The CHAT-ACTS framework was developed to guide instructors, instructional designers, and policy makers in utilizing personalized GenAI chatbots to coordinate active learning and self-regulated learning (SRL). However, it does not explicitly address the needs of marginalized students or the representational biases embedded in GenAI systems.</p><p>This conceptual paper extends CHAT-ACTS by integrating culturally sustaining pedagogy (CSP) and universal design for learning (UDL) to foreground equity, inclusion, and learner identity. We propose theoretical expansions that embed inclusive teaching strategies, critical reflection, transparency, and affirmative consent into the framework, with particular attention to multilingual English as an Additional Language (EAL) students, students with disabilities, and students of colour. The expanded CHAT-ACTS clarifies the roles of instructors, learners, and chatbots, and offers practical strategies for fostering equitable human–AI partnerships in instructor-mediated contexts. By centering culturally responsive and accessible design, it aims to mitigate bias, enhance learner agency, belonging, and sense of empowerment, and contribute to a broader discourse on equitable AI in education that is both technologically innovative and transformative from an inclusion lens.</p>

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Bridging educational equity gaps: expanding the CHAT-ACTS framework for personalized GenAI chatbots in higher education

  • 期刊论文

  • 发表日期：

    2025年12月3日

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  • Emily Ballantyne,
  • Michael Pin-Chuan Lin,
  • Daniel H. Chang,
  • Eric Poitras

摘要

The rapid evolution of Generative AI (GenAI) in higher education has outpaced the pedagogical supports and institutional guidance needed for equitable and effective use. While widely adopted, GenAI chatbots are often deployed without robust pedagogical frameworks or instructor mediation, heightening the risk of amplifying existing disparities in access, participation, and learning outcomes between marginalized and privileged learners. The CHAT-ACTS framework was developed to guide instructors, instructional designers, and policy makers in utilizing personalized GenAI chatbots to coordinate active learning and self-regulated learning (SRL). However, it does not explicitly address the needs of marginalized students or the representational biases embedded in GenAI systems.

This conceptual paper extends CHAT-ACTS by integrating culturally sustaining pedagogy (CSP) and universal design for learning (UDL) to foreground equity, inclusion, and learner identity. We propose theoretical expansions that embed inclusive teaching strategies, critical reflection, transparency, and affirmative consent into the framework, with particular attention to multilingual English as an Additional Language (EAL) students, students with disabilities, and students of colour. The expanded CHAT-ACTS clarifies the roles of instructors, learners, and chatbots, and offers practical strategies for fostering equitable human–AI partnerships in instructor-mediated contexts. By centering culturally responsive and accessible design, it aims to mitigate bias, enhance learner agency, belonging, and sense of empowerment, and contribute to a broader discourse on equitable AI in education that is both technologically innovative and transformative from an inclusion lens.