Internationally, the interest in applying AI technologies in higher education is growing rapidly. Currently, the focus is on extensive research and implementation efforts through which AI applications are to be transferred into higher education contexts. Neglected aspects are the questions of how university agents can grasp the complexity of AI and how the exchange about AI can be strengthened. The chapter starts with this consideration and presents the scholarship of teaching and learning (SoTL) concept as a possible basis to strengthen the AI discourse between teachers and researchers. To this end, it first discusses different aspects of AI in higher education and then shows how AI projects can be structured. This is followed by an introduction to the SoTL concept. Subsequently, the concept will be examined as an example of the extent to which SoTL can be used to process AI projects.

are considered vital issues that need to be resolving before AI-supported teaching and learning can be successfully integrated into higher education, and other potential obstacles receive less attention. There is, for instance, little research on students' acceptance of and opinions on AI-based systems in higher education (Seufert et al., 2020). With the project »AI in university teaching« (2020)(2021)(2022), the Technical University of Applied Sciences and Arts Ostwestfalen-Lippe addresses this blind spot in research. The following article describes a workshop created as part of the project. The workshop aims to inform students about the opportunities and perils of AI in higher education and encourage them to both form and share their opinions on AI-supported teaching and learning.

No abstract

AI) is currently high on the political and research agendas around the world. With the emergence of every new technology, there is always both a lot of hype and scepticism around its implications for society and the economy« (Tuomi, 2018, S. 1). Einführung: KI in der Hochschullehre Video: https://link.transcript-open.de/5769/video/001 © Tobias Schmohl Dieser kurze Auszug aus dem von der Europäischen Union veröffentlichten JRC Science Policy Report »The Impact of Artificial Intelligence on Learning, Teaching, and Education« verdeutlicht, dass mit dem Aufkommen neuer Technologien neben allen euphorischen Reaktionen stets auch vielfältige Abwehrreflexe verbunden sind.