The global debate over Generative Artificial Intelligence (GenAI) has reshaped conversations on academic integrity and educational standards, particularly as these tools have become more ingrained in academic, professional, and social contexts. While some institutions initially banned GenAI, others have sought to integrate it within controlled learning environments. At the Lebanese American University, nine faculty members began experimenting with GenAI immediately after ChatGPT’s release in November 2022. Their action research informed a refined pedagogical framework to guide faculty in critically planning GenAI-inclusive course activities and outcomes.

This framework, grounded in Bloom’s Taxonomy, helps educators re-evaluate course and program outcomes to design hybrid Human–AI learning goals that balance academic rigor with technological fluency. It encourages faculty to map AI use across a spectrum—low, medium, and high intensity—depending on task type (e.g., writing, critical thinking, research). A sample course on Hybrid Human–AI Communication illustrates this process, highlighting activities that engage students in mindful, balanced, and transparent use of GenAI tools.