Georgia State University

Kim Manturuk

Teaching Innovation Authority

One of the most promising applications of artificial intelligence in higher education is the potential to create learning experiences that were previously impossible. AI allows us to place students in realistic, emotionally complex scenarios where they can practice interpersonal skills in a safe environment, receive immediate feedback and refine their approach in real time.

Consider social work education. Students preparing for careers in child welfare need to develop the ability to interview children who have experienced trauma, a skill that requires extraordinary sensitivity, careful language and emotional attunement. Traditionally, we could teach theory, discuss case studies and have students role play with each other, but we would never place students in actual interviews with vulnerable children before they were ready. AI makes this possible. Students can engage in simulated conversations with AI-powered personas, practicing their interviewing techniques, adjusting their tone and learning to respond to unexpected emotional cues, without any risk to real children.

This represents a fundamental shift in how universities approach social-emotional learning. We can create immersive experiences that develop communication skills, build resilience through repeated practice and cultivate the self-awareness that comes from seeing how one’s words and approach affect others. However, it is critical that we keep the humans in the lead as we design these types of experiences. Pedagogy and learning outcomes come first, and the technology follows. If we allow what AI can do to guide our curricular decisions, we risk creating experiences for students that are technologically impressive but devoid of real learning. There are three design choices we need to make in order to meaningfully use AI to advance socialemotional learning in higher education.

First, we must commit to backwards course design. Every AIenhanced learning experience should begin with clearly articulated learning outcomes. What specific social-emotional competencies do we want students to develop? How will we know they have achieved them? Once we have articulated what we want students to be able to do after completing an experience, then we can create scenarios that guide them to those outcomes. If we start by designing around what AI can do, we are likely to end up with a solution in search of a learning goal.

Second, these experiences must be developed in close partnership with industry and community partners. If we want students to develop authentic social-emotional skills, the scenarios they encounter must reflect the genuine complexity of professional practice. Social workers, counselors, healthcare providers, educators and other practitioners should be deeply involved in designing AI-based simulations. Their expertise ensures that the skills students develop will transfer meaningfully to real-world contexts.

Third, we must focus on skills and competencies rather than content delivery. Social-emotional learning happens through experience, reflection and iteration. AI-based simulations are most powerful when they feel real. We want students to experience genuine emotional responses, face unexpected challenges and draw on their developing interpersonal skills to navigate difficult moments. This requires designing for authenticity and emotional engagement, not just information transfer. Instead of asking what students will know after an AI-based simulation, we should ask what they’ll be able to do.

We often hear concerns about AI detracting from interpersonal skills. However, the balance between technology-driven learning and human connection is not a zero-sum equation. When designed thoughtfully, AI-enhanced experiences can deepen human connection by preparing students to engage more skillfully with the people they will serve. A social work student who has practiced trauma-informed interviewing dozens of times in simulation will be more present, more confident and more attuned when sitting across from a real child in need.

For higher education leaders considering how to integrate socialemotional learning into technology-enabled environments, my advice is simple: stay grounded in your educational mission. The most innovative technology in the world is worthless if it doesn’t serve student learning. Build strong partnerships, design backwards from outcomes and never lose sight of the human beings at the center of the experience, both the students you're teaching and the communities they will one day serve.