Piloting an AI-Augmented Learning Companion Framework for a Supportive Student Transition through Social-Emotional Learning

30,000

This EASE-funded project pilots an AI-Augmented Learning Companion Framework designed to support students' transition to university through the integration of generative AI, Social-Emotional Learning (SEL), and Project-Based Learning (PBL).
Rather than positioning generative AI primarily as a tool for producing answers or completing tasks, the project explores how AI can function as a structured learning companion across different stages of the student learning journey. Through a staged SEL-PBL process, students work collaboratively on authentic challenges related to student experience and transition while engaging with AI in different pedagogical roles, including as a reflection companion, thinking companion, sense-making companion, creativity and critical companion, and metacognitive companion.
The project examines a human-centred model in which the teacher acts as facilitator and orchestrator, students remain active co-creators responsible for judgement and decision-making, and AI provides structured cognitive and reflective support. The pilot generates a reusable framework, Learning Mall activities, AI prompt guidance, facilitation resources, project templates, student prototypes, and evaluation evidence to inform future implementation of AI-supported learning at XJTLU.

Emerging findings from the pilot indicate that the educational value of generative AI depends substantially on the pedagogical structure surrounding its use. Students' engagement with AI became more purposeful when AI was assigned a clear learning role aligned with a particular stage of the learning process, rather than being introduced as a general-purpose tool.

The pilot also highlights the continuing importance of human facilitation. AI can support reflection, questioning, sense-making, idea generation and metacognition, but teacher guidance remains important for critical judgement, collaborative learning, problem refinement, feasibility and relational aspects of project work.

The integration of Social-Emotional Learning with Project-Based Learning further demonstrates the value of addressing communication, collaboration, self-awareness and team functioning as integral components of AI-supported project work. Structured activities, templates, consultations and formative checkpoints were particularly important in helping students progress from identifying problems to conducting inquiry and developing prototypes.

Overall, the project suggests that an effective AI Learning Companion model should not focus solely on what AI can do, but on how the roles of AI, students and educators can be intentionally orchestrated across the learning journey.