Teaching with AI: Developing Competencies for Pedagogical and Curricular Innovation

The integration of Artificial Intelligence (AI) into higher education presents both a challenge and an opportunity to rethink pedagogical practices, teaching and learning processes, and curriculum design. Beyond the adoption of technological tools, this transformation requires the development of pedagogical, digital, critical, and ethical competencies that enable higher education teachers to integrate AI intentionally, reflectively, and in pedagogically meaningful ways. 
This communication explores the competencies required to teach with AI, focusing on its potential to foster pedagogical and curricular innovation. It examines how AI can support the design of learning experiences, the diversification of teaching strategies, the personalization of student support, and the development of assessment practices that are more formative and aligned with intended learning outcomes. Attention is given to the need to rethink assessment in AI-enabled learning environments, shifting the focus from final products and outcomes towards the learning process itself. Such a shift calls for more continuous, meaningful, and systematic monitoring of students’ learning journeys, including their progress, decision-making, critical reflection, engagement, and ability to incorporate feedback. Process-oriented assessment can provide a more comprehensive understanding of how students learn, while strengthening formative feedback, student agency, and the development of independent thinking. 
Communication also addresses key challenges associated with the use of AI in higher education, including academic integrity, information reliability, data protection, and the preservation of students’ intellectual autonomy and critical thinking. It argues that the meaningful integration of AI depends not merely on teachers’ technical proficiency, but on their ability to combine pedagogical, curricular, and disciplinary knowledge with critical judgement and informed decision-making. From this perspective, pedagogical innovation requires a learning-centred approach grounded in responsibility, inclusion, and educational quality. 

It concludes that developing the competencies needed to teach with AI should be a strategic priority in the professional development of higher education teachers. By combining thoughtful AI integration with process-oriented assessment and closer engagement with students’ learning trajectories, higher education institutions can foster more innovative, reflective, and responsive educational practices suited to the challenges of a rapidly changing society.