In an age where technology rapidly evolves, the education sector must embrace innovative tools that can revolutionize teaching and learning experiences. Recognizing this need, faculty at the Clemson University College of Education have introduced three new microcredential courses specifically tailored for K-12 educators. These courses aim to equip teachers with a foundational understanding of artificial intelligence (AI) and demonstrate how to effectively harness this technology as a powerful teaching tool in the classroom.
The courses delve into several crucial aspects, from providing a solid understanding of AI in education to offering insights into various AI tools available for classroom use. Educators will explore how they can leverage these tools to enhance learning activities, alongside discussions on the ethical and responsible application of AI in educational contexts.
Dani Herro, who plays a pivotal role in this initiative as the College of Education Dean’s Fellow for Humanistic AI and Emerging Technologies in K-12 Education, is passionate about the “humanistic” element of her work. Herro emphasizes the importance of relating AI technology to real human experiences—highlighting that educators must not only understand how to apply these tools but also how to connect meaningfully with their students in the face of ever-changing technological landscapes.
“It does not matter what industry you’re going into; the workforce demands individuals who are prepared for AI-infused careers,” Herro asserts. She stresses the necessity for students to discern when to leverage AI as a “cognitive partner,” rather than relying on it excessively. The objective, she notes, is not for AI to take over learning tasks, but to amplify critical thinking and facilitate deeper discussions. To achieve this, trained educators are essential for nurturing such learning environments.
The structure of each microcredential course spans four weeks and includes a rich blend of readings, engaging videos, peer discussions, and hands-on activities that educators can implement directly in their classrooms. These courses were collaboratively designed by Herro, April Pelt (director of online education), and Ryan Visser (principal lecturer), integrating contemporary research, AI literacy frameworks, and reputable resources from educational technology organizations.
Throughout the microcredential courses, Herro incorporates practical, real-world examples of AI-infused lesson plans to help educators recognize AI’s potential in enhancing learning experiences. For instance, a middle school project centered on South Carolina history involves students sourcing credible information from various media types, such as audio files, websites, and print materials, and then employing AI tools to create podcasts. This transformed assignment encourages students to engage deeply, fostering reflection and analysis as they interactively teach their peers.
“This approach turns what could be a passive listening experience into an interactive learning experience, which is powerful for both educators and students,” Herro explains. By familiarizing educators with AI tools, the focus shifts to refining prompts, verifying results, and cultivating critical thinking—rather than merely copying and pasting information.
Participants in the microcredential courses will also engage with their current school district’s AI policies, culminating in the creation of classroom-specific policies. This hands-on experience, coupled with lessons in prompt engineering and the development of AI-integrated learning activities, allows educators to leave the courses with a comprehensive suite of strategies for incorporating AI into their teaching practices in a philosophically sound manner.
A dedicated module on the ethical considerations surrounding AI equips educators with knowledge about biases and fairness in AI applications. This aspect ensures that teachers not only use AI responsibly but also guide their students in critically evaluating and utilizing these tools in an informed manner.
In an exciting development, the College plans to pilot these microcredential courses in February 2026, involving nearly 30 educators from six school districts across South Carolina. These educators will contribute their insights to enhance the course offerings, shaping an approach that aligns with the practical realities of educational leadership. The College envisions scaling the courses and expanding opportunities for educators both within and beyond the state, creating a community of educators trained in modern AI usage.
Importantly, completion of all three microcredential courses allows participants to apply their credits toward a three-credit graduate course in select programs within the College of Education. This connection between professional development and academic growth reinforces the commitment to preparing educators for a future where AI plays a pivotal role in teaching and learning.
