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<p>This article proposes a structured pedagogical approach to integrating Artificial Intelligence (AI) into administrative learning processes within higher education. Employing a Community Engaged Learning (CEL) framework, students collaborated with small businesses and educational institutions to apply AI tools to authentic administrative tasks, while developing Advanced Digital Reasoning Instruments (ADRI), critical management skills, and a more nuanced understanding of the ethical use of AI in professional environments. By combining experiential learning with real-world problem-solving, the model supported the development of digital competence and critical awareness in relation to AI-supported administrative work. Although the study was conducted in a rural Mexican higher education institution, the ADRI-CEL framework may offer useful pedagogical insights for comparable higher education contexts seeking to connect digital competence development with ethically informed AI integration. Grounded in Kolb’s experiential learning and Vygotsky’s social constructivism, the study contributes to current discussions on AI literacy, metacognition, and responsible digital transformation in higher education. Overall, the findings suggest that the ADRI-CEL framework constitutes a context-sensitive pedagogical model for linking digital competence, ethical reflection, and community-engaged learning in higher education.</p>

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A pedagogical framework for integrating AI-driven administrative management in community engaged learning

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年5月28日

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  • Héctor Gabriel Villegas-Berumen,
  • Marcos Manuel Ibarra-Núñez,
  • María de la Luz Núñez-Orta

摘要

This article proposes a structured pedagogical approach to integrating Artificial Intelligence (AI) into administrative learning processes within higher education. Employing a Community Engaged Learning (CEL) framework, students collaborated with small businesses and educational institutions to apply AI tools to authentic administrative tasks, while developing Advanced Digital Reasoning Instruments (ADRI), critical management skills, and a more nuanced understanding of the ethical use of AI in professional environments. By combining experiential learning with real-world problem-solving, the model supported the development of digital competence and critical awareness in relation to AI-supported administrative work. Although the study was conducted in a rural Mexican higher education institution, the ADRI-CEL framework may offer useful pedagogical insights for comparable higher education contexts seeking to connect digital competence development with ethically informed AI integration. Grounded in Kolb’s experiential learning and Vygotsky’s social constructivism, the study contributes to current discussions on AI literacy, metacognition, and responsible digital transformation in higher education. Overall, the findings suggest that the ADRI-CEL framework constitutes a context-sensitive pedagogical model for linking digital competence, ethical reflection, and community-engaged learning in higher education.