Faculty at the Clemson University College of Education have introduced three new microcredential courses aimed at K-12 educators, focusing on the use of artificial intelligence in classrooms. These courses are designed to provide a foundational understanding of AI in education, explore various AI tools, and guide educators on how to integrate ethical and responsible AI use into classroom activities and discussions.
Dani Herro, serving as the College of Education Dean’s Fellow for Humanistic AI and Emerging Technologies in K-12 Education, leads this initiative. As a professor of learning sciences, Herro emphasizes the importance of the “humanistic” aspect of AI in education. Her work with faculty members aims to create coursework that promotes practical human use of AI, enhancing the relationship between educators and students in a rapidly changing technological landscape.
“It does not matter what industry you’re going into; the workforce wants people who are prepared for AI-infused careers,” Herro stated. “Students must learn when not to use AI and when to treat it as a ‘cognitive partner.’ The use of AI or prompts should not consume 80% of learning time; it should accelerate deeper thinking and discussion, and we need trained educators who can foster that type of learning with students.”
Each microcredential course spans four weeks and incorporates readings, videos, peer discussions, and hands-on activities that educators can directly apply in their classrooms. Herro collaborated with April Pelt, director of online education, and Ryan Visser, principal lecturer, to develop the courses, which are grounded in current research-to-practice guidelines and AI literacy frameworks from reputable educational technology non-profits.
Herro emphasizes the use of real-world examples in the microcredentials to illustrate AI’s potential in lesson planning. For instance, a lesson on South Carolina history and architecture encourages middle school students to source information from various media, then utilize AI tools to turn these sources into an engaging peer learning experience. This scenario allows students to act as podcast producers, facilitating lessons that promote reflection, analysis, and connections to broader themes.
“This approach turns what could be a passive listening experience into an interactive learning experience, which is powerful for both educators and students,” Herro said. “When educators are familiar with the tools, there is much more emphasis on teachers and students learning how to refine prompts, verify results, and think critically, not just copy and paste a result.”
The courses also encourage educators to reflect on their school district’s AI policies and develop tailored policies for their classrooms. By combining practical lessons on prompt engineering, AI-integrated learning activities, and an overview of several generative AI tools, educators will emerge with a well-rounded approach to AI, alongside a personal philosophy on its classroom use.
A dedicated course on the ethical use of AI will guide educators through understanding inherent biases in AI tools, equipping them to help students critically evaluate and responsibly engage with AI technologies. Even educators who may not consistently apply AI in their disciplines can gain insights into its ethical implications, fostering responsible use among students.
The College will pilot these microcredential courses starting in February 2026, with participation from nearly 30 educators across six different school districts in South Carolina. These educators will provide feedback to help refine the courses based on their experiences as instructional leaders. The College plans to expand these offerings, providing multiple opportunities each year for educators in South Carolina and beyond.
Participants who complete all three microcredential courses will earn credits that can be applied toward one three-credit graduate course in select programs offered by the College of Education.
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