Clemson University School of Education faculty have developed three new microcredentials courses for K-12 educators that focus on artificial intelligence and its ideal use in the classroom as an educational tool. This course provides a basic understanding of AI in education, an overview of various AI tools, how educators can leverage those tools to enhance classroom activities, and how educators can incorporate the ethical and responsible use of AI into classroom activities and discussions.
Dani Herro is a Dean's Fellow in Humanities AI and Emerging Technologies in K-12 Education and Professor of Learning Sciences. She likes to emphasize the “humane” part of her titles. Collaborating with other faculty to design coursework on AI, her work focuses on the real-life human uses and rapidly evolving technologies that impact education and the world, and how teachers can engage with students as educators and others as individuals.
“It doesn’t matter what industry you work in, the workforce is looking for people who are ready for a career powered by AI,” Herro said. “Students must learn when not to use AI and when to treat AI as a “cognitive partner.” Using AI and prompts should not consume 80% of your learning time. We need to encourage deeper thinking and discussion, and we need trained educators who can facilitate that learning with their students. ”
Each microcredentials course is four weeks long and includes readings, videos, peer discussions, and hands-on activities that educators can apply directly in the classroom with their students. Herro developed the course with online education director April Pelt and lead instructor Ryan Visser based on the latest research-to-practice guidelines, AI literacy frameworks, and resources from reputable education technology nonprofits.
Herro likes to use real-world examples of lesson plans that incorporate AI in microcredentials to help teachers understand the potential of AI. For example, a middle school class on historic preservation and architecture in South Carolina shows how teachers can ask students to find reliable sources of information among audio files, websites, images, and printed materials, and use AI tools to direct students to transform these sources into interactive learning experiences. In this scenario, students become podcast producers, providing each other with lessons that encourage reflection, analysis, and connection to broader themes.
“This approach transforms a passive listening experience into an interactive learning experience, which is powerful for both educators and students,” Herro said. “Once educators become familiar with the tools, the focus will be on teachers and students learning how to refine prompts, examine results, and think critically, rather than just copying and pasting results.”
Educators in the three microcredential courses may also create their own policies that reflect the district's current AI policy and are specific to their classrooms. Combined with hands-on lessons on prompt engineering, developing AI-integrated learning activities, and an overview of several generative AI tools, educators will have a fully formed philosophy that has helped define a set of approaches to AI and its use in the classroom.
By taking a full course on the ethical use of AI, educators can learn about the inherent bias and impartiality of AI tools, and help students critically evaluate and use AI responsibly. Even if educators don't consistently apply AI in their fields of expertise, they can learn about the ethical use of AI and encourage students to use it responsibly.
The university will pilot a microcredentials course starting in February 2026 with nearly 30 educators from six different school districts across the state. Participants will help faculty evaluate courses and make improvements based on their expertise as educators and instructional leaders. The university plans to expand its courses and offer multiple opportunities each year for South Carolina educators and others to participate.
Participants who complete all three microcredential courses can apply their credits toward a three-credit graduate course in one of the College of Education's select graduate programs.
