Many lecturers in Malaysia want to use AI in their teaching but are not sure where to start. In this article, I share exactly how I integrate AI into my university courses at UPSI, from lesson design to student projects, so that you can adapt these approaches to your own classes.
Why Lecturers Need To Take AI Seriously Right Now
Artificial Intelligence is no longer a future topic. It is a present reality that is reshaping how students learn, how research is conducted, and how graduates will work. As a Senior Lecturer at the Faculty of Computing and Meta-Technology at Universiti Pendidikan Sultan Idris (UPSI), I have seen firsthand how students who understand AI gain a significant advantage in their academic performance, final year projects, and careers.
But here is the challenge: most university lecturers in Malaysia were never trained on how to teach with AI. They were trained in their subject matter, whether it is education, business, engineering, or science, and AI was never part of their initial preparation. That gap is what I try to bridge through my courses, research, and training programmes.
The Courses I Teach That Involve AI
At UPSI, I teach several courses that directly involve AI and related technologies. These include:
- Artificial Intelligence – a core course covering AI fundamentals, machine learning concepts, and practical applications in real-world contexts.
- Generative AI and ChatGPT – a course I designed specifically to help students understand and responsibly use large language models and generative tools.
- Cloud Computing and Data Science – where AI tools for data analytics and cloud-based deployment are covered alongside technical foundations.
- Technopreneurship – where students explore AI-driven business models, startup thinking, and digital innovation.
Across all of these, I combine theoretical grounding with hands-on, project-based learning so students leave with both understanding and practical skills.
How I Structure AI Into My Teaching
Integrating AI into teaching is not just about using AI tools during lessons. It requires a deliberate structure that balances content knowledge, critical thinking, and practical application. Here is how I approach it:
Step 1: Building Foundational Understanding First
Before students touch any AI tool, I ensure they understand the underlying concepts. What is a model? What is training data? What are the limitations of AI? This prevents shallow adoption where students think AI is magic and instead helps them develop sound judgement about when and how to use it.
Step 2: Introducing Tools With Guided Practice
Once the foundation is set, I introduce AI tools with structured tasks. For example, in my Generative AI course, students do not just use ChatGPT freely. They begin with guided prompt design exercises where they compare outputs, analyse quality, and reflect on what makes a prompt effective. This teaches them to think critically about AI output rather than accept it uncritically.
Step 3: Project-Based Learning With Real Problems
The most impactful part of my AI courses is project-based learning where students apply AI to real problems. Past projects have included AI tools for education accessibility, AI-driven data dashboards for community organisations, and generative AI prototypes for local business challenges. This grounds AI learning in genuine context rather than abstract exercises.
Step 4: Ethics and Responsibility as a Running Thread
Throughout every course, ethical use of AI is not a standalone lecture. It is a running thread. We discuss bias in AI models when studying machine learning. We discuss academic integrity when covering generative AI. We discuss privacy and data governance when working on cloud-based AI projects. This ensures students develop a responsible AI mindset from day one.
Gamification and Immersive Learning in AI Education
One innovation I have introduced into my AI teaching is gamification. Learning AI concepts can feel dry or intimidating, especially for students who do not come from a technical background. By introducing game-like elements such as challenges, points, leaderboards, and team-based problem solving, I have seen significant improvements in engagement, attendance, and performance.
I have also experimented with immersive virtual learning environments where students explore AI concepts in simulated, interactive spaces. This kind of experiential learning has been recognised with teaching innovation awards at UPSI and reflects my commitment to making AI education both rigorous and enjoyable.
How I Handle Generative AI and Academic Integrity
One of the most common questions I get from fellow lecturers is: how do you manage ChatGPT and academic integrity? My honest answer is that banning AI tools is not a sustainable solution. Instead, I focus on designing assessments that require genuine understanding, original thinking, and personal reflection, elements that AI cannot substitute.
I also have open, direct conversations with students about responsible use. I make clear that AI is permitted as a thinking tool, a drafting aid, or a research assistant, but that the final work must represent the student’s own analysis and voice. When students understand the reasoning, they are far more likely to use AI ethically than when they are simply told not to use it.
Professional Development: Helping Other Lecturers Do The Same
Beyond my own courses, I conduct professional development workshops for lecturers at universities, polytechnics, and teacher education institutions across Malaysia. In these programmes, lecturers experience the same hands-on, reflective approach I use with students. They leave with:
- A clear understanding of which AI tools are relevant to their subject area.
- Ready-to-use lesson ideas that incorporate AI without disrupting their existing syllabus.
- A practical framework for managing AI use in assessments and student projects.
- Confidence to continue experimenting with AI in their own classrooms.
These workshops are available for individual faculties, full universities, or cross-institutional events, and can be delivered in Bahasa Malaysia or English.
What Lecturers Usually Ask Me
Do I need a technical background to use AI in my teaching?
No. The AI tools most relevant to teaching, such as ChatGPT, Microsoft Copilot, and AI lesson planning tools, do not require programming knowledge. What matters most is understanding how to frame tasks, evaluate outputs, and guide students in responsible use. I cover all of this in my training programmes for non-technical lecturers.
Will AI make lecturers redundant?
No. AI can automate certain tasks like generating draft materials or providing initial feedback, but it cannot replace the mentoring relationship, contextual judgement, and human connection that define great teaching. Lecturers who learn to use AI well will be more effective and more impactful, not less relevant.
How do I start integrating AI into my courses right now?
Start small. Pick one task in your teaching, such as drafting discussion questions, creating a rubric, or preparing a case study, and experiment with using a generative AI tool to support it. Evaluate the output critically, refine it to match your standards, and reflect on what worked. This iterative approach is how I began, and it remains the most sustainable path to confident AI integration.
Where can I learn more about AI in education from Dr Hariz?
You can explore my research, publications, and training programmes on this website. I also welcome inquiries for speaking engagements, faculty workshops, and curriculum advisory work at universities and educational institutions in Malaysia and internationally.
Start Your AI In Education Journey Today
Whether you are a lecturer just beginning to explore AI or an academic leader designing institution-wide AI literacy programmes, I would be glad to support you. My approach is always practical, contextualised to Malaysian higher education, and grounded in research and real classroom experience.
Reach out through the contact page on this website, or connect with me on LinkedIn to discuss how we can bring responsible, impactful AI into your teaching and institution.