Abstract
This design case describes how we integrated Generative AI (GenAI) into a doctoral-level instructional leadership course and how students used the tool in real time. We positioned GenAI as a design partner as students drafted communications, analyzed data, and navigated complex school scenarios. As the course unfolded, we documented how students’ use of GenAI shaped ongoing redesign decisions. Three moments drove major adjustments: students relied too heavily on polished AI language, accepted AI-generated data interpretations without critique, and struggled to articulate their values during simulated decision-making. We responded by revising prompts, adding structured reflection cues, and reframing GenAI to better support professional judgment. Our design case describes how GenAI can catalyze reflection rather than replace thinking, helping students test ideas, surface assumptions, and strengthen their leadership voice.
