Abstract
This case study examines the implementation of three customized AI teaching assistants in a graduate quantitative methods course for adult learners. Designed to provide timely, course-specific support, the AI tools enhanced student engagement, upheld academic integrity, and aligned with pedagogical principles such as constructivist learning and formative assessment. The assistants were evaluated on the accuracy of their responses and compliance with behavioral requirements. Student feedback indicated improved learning and reduced frustration. This study offers a replicable model for responsibly integrating AI in higher education to support diverse learner needs and promote academic success.
Recommended Citation
(2026)
"AI Teaching Assistants in Higher Education: A Case Study in Pedagogical Integration and Support,"
Journal of Economics and Finance Education: Vol. 24:
Iss.
1, Article 7.
Available at:
https://scholarship.rollins.edu/jefe/vol24/iss1/7
