By Estefania Santacreu Vasut, Associate Dean for Pedagogy, Sophie Magnanou, K-lab Director and Pauline Delécaut, librarian at the K-lab, Pedagolab administrator.

On 19 March, the teaching community gathered on campus for the third edition of Digital Pedagogy Day, organised jointly by the Dean’s Office and the K-lab.

With 80 participants attending in person and 60 joining the online session on 26 March, this event has established itself as the key event for rethinking teaching practices.

The event took place in two phases: the presentation of the findings from the pedagogical workshops held between November 2025 and March 2026 (see our article Pedagogy and AI 2025-2026: An Approach to Improving Teaching and Learning) and a discussion session with the K-lab team at stands exploring the integration of AI into various digital tools for teaching.

This year’s theme: AI and Education

The rapid rise of generative AI has triggered a massive transformation in higher education, raising a pressing question: how do we adapt? 

To address this, workshops involving staff and instructors have been held since November 2025, and this latest edition of Digital Pedagogy Day provided an opportunity to share the reflections and conclusions from these workshops and to launch initial initiatives. 

To analyse the complexity of integrating AI into the academic ecosystem, four themes have been identified. The first theme concerns business schools’ policies on AI and teaching, including a benchmarking of existing ones and recommendations regarding both the methodology and the content of existing policies. An initial conclusion is to define policies that are not binary (allowing or banning AI) but rather guide the use of AI to enhance learning and/or to safeguard it where AI could be harmful. One suggestion is therefore to establish AI usage charters that place learning at the heart of AI policy, with instructors acting as guardians of its communication and implementation. To move forward, the group proposes launching pilot schemes to test the integration of this policy into certain courses or programs. 

The second theme concerns students’ needs and concerns regarding the use of AI for learning. The group drew on student surveys, to which 700 students responded. Students reported using AI to process documents by summarising them, as well as to enhance their understanding of advanced concepts. Students identified training needs and expressed concerns regarding the impact of AI on assessments. Students believe that the use of AI should not hinder the development of critical thinking and that its use must be properly managed. They expressed expectations for clear policies regarding the use of AI. The third theme concerns how AI can assist teachers as a tool for preparing lessons and teaching materials, the use of AI for case writing, and the use of chatbots. The final theme concerns how to use (or not use) AI in skills evaluation. The group recommends that each examination or assessment should explicitly state whether the use of AI is prohibited, permitted and/or encouraged. Accordingly, the format and constraints of each examination must be adapted to this recommendation to ensure consistency. These rules must be communicated to students and enforced. 

Supporting and fostering innovation is one of the K-lab’s missions. By enabling instructors to incorporate digital tools into their teaching practices, the K-lab directly enhances the student experience. Through a range of targeted workshops and diverse resources, it has established itself as a key pillar for navigating the era of artificial intelligence. 

As such, the Digital Pedagogy Day provided the perfect opportunity for the K-lab to highlight the practical systems and tools that can transform Pedagogy.

Focus on the solutions presented

K-lab’s support involves the deployment of tools designed to meet specific teaching needs:

• Augmented Teaching with NotebookLM
  NotebookLM can serve as a powerful AI-powered research partner designed to augment the teaching and learning experience. Key features for teachers include the ability to explore course materials in depth or to structure complex ideas.
• AI and Pedagogy: Use Cases with Gemini
  Beyond simple text generation, Gemini facilitates the creation of interactive activities and the management of teachers’ daily tasks.
• Peer Assessment Hosted by AI with FeedbackFruits
  FeedbackFruits is designed to create engaging and impactful learning experiences. Three tools are deployed at ESSEC: peer assessment, group member assessment and self-assessment. They promote engagement and collaboration, strengthen interpersonal skills and limit cheating and the misuse of AI among students.
• AI Dubbing and Avatar for Video Production with Heygen
  The HeyGen solution enables the creation of personalised educational videos by transforming scripts into animated videos featuring multilingual AI avatars.
• Design Your Courses with AI on Moodle
  AI is now being used to make course spaces more visual and engaging, thereby facilitating information retention among students.
• K-lab Workshops & AI: What’s up?
  The K-lab has developed a series of three specific modules to help teachers master teaching practices in the age of AI. These workshops provide a space for experimentation to test the tools.
• Databases & Artificial Intelligence: Optimize Your Research
  Finally, many of the Learning Centre’s documentary resources now incorporate AI features. Participants were able to discover which tools offer these features and how to make the most of them.

These topics will be covered in future posts; check Pedagolab regularly to find out more!