As artificial intelligence and other emerging technologies continue to reshape higher education, questions about the role of educators are becoming increasingly pressing. For Noosha Mehdian, Ph.D., adjunct faculty member in Adler University’s Master of Psychology in Health and Wellness and Master of Industrial and Organizational Psychology programs, these questions are central to her teaching, her research, and her growing international impact.
Through her work with AI in Education at Oxford University (AIEOU), a global research hub housed within the University of Oxford’s Faculty of Education, Dr. Mehdian is helping shape how institutions respond to the rise of AI.
Dr. Mehdian’s entry into the global AI conversation began with a deep concern about its impact and uncertainty, specifically as an educator.
“My instinctive response was, ‘Am I going to become redundant?’” she said. “What is the role of an educator if AI can explain concepts, generate examples, and even provide feedback?”
That question became the foundation of Dr. Mehdian’s research on educator anxiety across the AI landscape, work she presented at AIEOU’s inaugural global convening last September.
Across institutions, the anxiety is real and present. Faculty worry about job security, identity, and relevance in a time where AI can seemingly replicate many teaching functions. Rather than resisting AI, Dr. Mehdian argues for a more constructive approach.
“I’m an advocate for thoughtful AI integration in higher education,” she said. “AI is here to stay. We need to teach students how to use it ethically and responsibly, but without undermining critical thinking.”
Rethinking in the age of AI
At the center of Dr. Mehdian’s work is ensuring that learning remains meaningful in an AI-integrated environment.
Dr. Mehdian warns against what she calls “AI ping-pong” — a cycle in which instructors use AI to create assignments, students use AI to complete them, and instructors use AI again to grade them.
“If that’s happening, what learning is actually taking place?” said Dr. Mehdian.
To counter this, Dr. Mehdian is rethinking how assignments are designed. In her teaching, she distinguishes between three approaches: assignments where AI use is restricted to preserve independent thinking, assignments where it is scaffolded to guide the learning process, and assignments where it is fully integrated to extend and elevate student work. The goal is not to eliminate AI, but to use it intentionally, aligning its use with learning outcomes while preserving students’ cognitive engagement.
Dr. Mehdian also raises concerns about “cognitive offloading,” where overreliance on AI may lead to diminished critical thinking skills.
“It cannot do our thinking for us,” Dr. Mehdian emphasized.
Now an active member of AIEOU’s Teaching and Learning Collab Lab, Dr. Mehdian is contributing to a global research effort aimed at AI.
Working alongside an international network of scholars, Dr. Mehdian is helping to develop research that will include global surveys of both students and educators. The findings, set to be published by Oxford University Press, will inform future conversations about institutional transformation and the evolving role of educators.
Dr. Mehdian joined AIEOU after responding to an international call for collaborators. Following strong feedback on her conference presentations, she was invited to take on a more active role, including reviewing research and contributing to the organization’s broader research agenda.
Today, Dr. Mehdian participates in monthly global meetings through the Collab Lab, working with leading experts to explore the intersection of AI, pedagogy, and institutional change, as well as continuing to write and publish articles about AI like “Holding Fear, Honouring Hope: From Professional Anxiety Agency in the AI Era” and “Not Redundant, But Reimagined.”
Bringing research to Adler
At Adler, this work is already influencing her teaching. Dr. Mehdian is currently developing a new academic writing course that will incorporate ethical AI use, preparing students with best practices for the use of AI tools and understanding their implications.
Though her academic background is in communication, linguistics, and language teaching, Dr. Mehdian has found a natural connection to Adler’s mission. Her focus on anxiety, identity, and adaptation aligns closely with the University’s emphasis on socially responsible practice.
Not redundant, but reimagined
Dr. Mehdian’s work reframes the narrative around AI in education. Rather than signaling the end of the educator’s role, she sees this moment as an opportunity for transformation.
The challenge is not whether AI will change education; the question is how educators will respond.
“We are navigating an identity shift,” said Dr. Mehdian. “But that doesn’t mean we are becoming obsolete. It means we are being reimagined.”