Pedagogy 2025: Emerging Theories, Teaching & Technologies
Architecture Media Politics Society
9:30 pm – 11:00 pm
Thursday 20th November, 2025
SEED AI as a Learning Companion: Embedding Regenerative Thinking in Early-Stage Design Pedagogy
Matthew Lahoud
ABSTRACT
Design studios often reward speed and surface appeal over social and ecological alignment. This presentation offers a conceptual and practice-oriented approach that combines the Social and Ecological Engagement in Design (SEED) framework with the SEED AI learning companion to structure reflective, systems-based thinking in support of regenerative aims at the outset of the design process.
The session articulates a conceptual model for positioning AI as a reflective partner that helps clarify intent, expands context, and captures reasoning during early ideation. The aim is to demonstrate the roles AI can play in creative dialogue and the design principles that keep attention on people, place and planet, delivered via a lightweight activation layer suitable for short classroom or studio activities.
Responsible AI use is guided through privacy and academic integrity notes, with AI framed as a scaffold for critical thinking. No student data or evaluation results are presented. Instead, testable propositions for future inquiry are introduced and colleagues are invited to apply and adapt the approach in their contexts.
The contribution is a clear, transferable framing for regenerative ideation supported by an openly accessible, functioning prototype suited to studio and educational settings. The work aligns with the conference focus on pedagogy and technology in practice, ecological and digital literacy, and community engagement. Format: live presentation of SEED AI and discussion of use scenarios.
Pedagogy 2025
Emerging Theories, Teaching & Technologies
UK, USA, Belgium
Academia: the epitome of an ‘ivory tower’. A bastion of siloed thinking. Distanced from the ’real world’. The criticisms of what we do as educators can be cutting. However, today, many identify that academia is ‘turning outwards’. No longer beholden to established practices, it is increasingly diverse and varied. We see this in student focused learning. We see it in problem based learning. We see it in the embracing of AI. We see it in the areas we are supported to research, and the partnerships we are encouraged to make.
From a pedagogical perspective, this outward turn is accompanied by our own developments, like the rejection of ‘single size’ teaching styles, projects ‘relevant’ to the modern student, and academic-industry partnerships connecting with the ‘real world’. Inside the academy we are pioneering new technologies and experimenting with educational psychology. We are pushing the boundaries of what we understand teaching and learning to be. We are influencing the world outside. The result of all this, is a modern academy that is complex, nuanced and cutting edge.
Reflecting on this, the Pedagogy 2025 conference explores a multitude of issues informing contemporary academia. It explores emerging approaches to teaching and learning. It examines the effects of the digital turn. It critiques evolving research agendas and fields. It is open to big picture critiques of academia, and welcomes case studies of individual classes. It seeks debate on connecting communities, professionals and students. It examines how we can best support our students – through both the changing terrain of learning, and their life outside the academy. In short, it is a site for debate about the theories, teaching and technologies that are informing pedagogy across disciplines today.
Examples of questions of interest include, but are not limited to:
How is AI affecting teaching in the arts and the sciences? How can teachers in the humanities use ‘real world’ problems in class? Can STEM subjects embrace the ‘fluid learning’ of the cultural sector? How are built environment disciplines incorporating sustainability? How are teachers across all disciplines applying engaged learning, flipped classrooms or peer-to-peer learning? How are administrators supporting us, and our students, in engaging with communities and industry?
Key strands of the conference are cross disciplinary and include the research interests of the partnering institutions: The College of Arts at Leeds Beckett University, UK | the College of Creative and Professional Studies at Marywood University, USA | the Faculty of Art and Architecture at KU Leuven, Belgium.
