Artificial Intelligence (AI) and Large Language Models (LLMs) are rapidly reshaping the landscape of higher education, offering new opportunities to enhance teaching, learning, and professional training. This session highlights findings from an exploratory study that investigated the use of AI-powered role-play in graduate psychology education. In the study, 24 graduate students engaged in simulated diagnostic interviews with an AI-generated caregiver profile and received both immediate AI feedback and traditional faculty evaluation. Results demonstrated statistically significant increases in student support for the use of AI in higher education after participation. Students reported that AI feedback was highly detailed and structured, complementing, but not replacing, the mentorship and expertise of faculty.
This session will engage participants in exploring how AI can supplement faculty instruction by extending practice opportunities, supporting deliberate skill development, and offering individualized feedback at scale. At the same time, attention will be given to limitations and challenges identified by students, including technical reliability, authenticity of the simulation, and ethical considerations related to training future professionals.
The intended audience includes faculty, instructional designers, and academic leaders interested in innovative, research-informed strategies for integrating AI into graduate and professional education.
