ChatGPT and other AI tools to use in the classroom

Integrating AI tools into digital and in-person courses can foster deeper student engagement, improve learning outcomes and prepare students for the technological demands of the modern world. This guide discusses some of the tools we use in different courses at Monterrey Institute of Technology.

ChatGPT: for assessing legal cases and multicultural conflicts

In our Mexican politics: evolution and challenges course, students use ChatGPT in teams to analyse legal cases. First, we assign them a case and then, after reading about it, they must engage critically by crafting prompts to deepen their understanding of the case. Afterwards, each team must present an analysis that includes the additional information they have gathered, the question (or prompt) they formulated and ChatGPT’s response. One case example was of a young girl with leukaemia who required a life-saving blood transfusion but whose parents, who were Jehovah's Witnesses, opposed the procedure on religious grounds. To better grasp the context, students used ChatGPT to address gaps in the initial case information, such as why blood transfusions are against the religious beliefs of Jehovah’s Witnesses. 

In our intercultural negotiation course, students must use ChatGPT to study various cultures’ negotiation styles around religious and politically sensitive topics. Students use the tool to analyse relevant scenarios by prompting it to generate a multinational business negotiation case that includes elements of cross-cultural conflict. Students assess the cultural context of the information supplied and refine queries using relevant keywords as needed. Once they identify a suitable case, students ask ChatGPT specific questions to learn more about it and must identify at least two cultural differences. Using this information and their knowledge of intercultural leadership strategies, they must then propose two evidence-backed culturally sensitive solutions. To conclude the activity, students write a concise summary of the process and the exercise’s outcome. 

Copy.ai for marketing ideas generation

AI can help students generate and build upon ideas. For example, Copy.ai, which is used to create promotional material such as social media posts and product descriptions has templates that can be adapted to suit specific needs. In our international sales course, students use it to help them create promotional flyers. After an introduction to international marketing strategies, students write tailored prompts to help Copy.ai generate content aimed at specific target audiences. For instance, a prompt might ask Copy.ai to generate a text about a seasonal clothing sale. Students can then use this content as a starting point for further ideas generation. 

• Resource collection: AI transformers like ChatGPT are here, so what next?
• Prompt engineering as academic skill: a model for effective ChatGPT interactions
• How can we teach and assess with ChatGPT?

Elai. for video creation 

We encourage students to use Elai. to create videos because it helps them produce professional-looking videos. It also allows users to include an AI-generated avatar for narration, which is especially useful for introverted students who might not want to appear on camera. The tool helps students learn to convey information effectively without high production costs.

Clipchamp for video editing 

Clipchamp enables teachers and students to make their content more accessible by adding automatically generated subtitles. This feature ensures that those with hearing impairments can engage with the material.

Additionally, Clipchamp’s online video editing capabilities, including merging videos, adding music and incorporating visual effects, allow students to create videos without the need to download any software. 

Equipped with a variety of tools at their disposal, students should feel empowered to experiment and find resources that best suit their learning styles. It is our job to learn how to use these tools so that we are well placed to help our students select and use the appropriate ones. This approach deepens learning and prepares students for workplaces where such tools are likely to become the norm.

Nelly Ramírez Vázquez and Gabriela Espínola Carballo are lecturers at Monterrey Institute of Technology, Mexico.

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