The evolving relationship between humans and artificial intelligence is rapidly reshaping numerous fields, and higher education is responding. Recent research presented at the Association for Educational Communications and Technology (AECT) 2026 Online Conference highlights new strategies for integrating AI into learning environments and, crucially, for preparing healthcare professionals to navigate an increasingly AI-driven workplace. Researchers from the University of Phoenix’s College of Doctoral Studies and the Center for Educational and Instructional Technology Research (CEITR) shared findings focused on optimizing human-AI collaboration and building AI literacy within healthcare administration programs.
The studies, presented March 11-12, reach at a time of intense discussion about the potential and pitfalls of AI. As generative AI tools turn into more accessible, understanding how to effectively leverage these technologies – and how to teach others to do the same – is paramount. The University of Phoenix research addresses this need by offering frameworks for understanding how cognitive tasks can be divided between humans and AI, and by outlining specific competencies future healthcare leaders will require. This work contributes to a broader conversation about responsible AI integration and ensuring a workforce equipped for the future of work.
One key area of exploration centered on how to best distribute cognitive workload between humans and AI. Researchers, including Mansureh Kebritchi, Ph.D., director of CEITR and professor in the College of Doctoral Studies, utilized Bloom’s Taxonomy – a hierarchical classification system of educational learning objectives – as a foundation for their analysis. Their systematic literature review examined how knowledge-processing responsibilities can be strategically allocated, aiming to maximize efficiency and effectiveness. According to Kebritchi, “Sharing our research in this forum helps expand evidence-based understanding of how artificial intelligence can augment human learning and prepare professionals to responsibly use AI in their fields.”
Framing Human-AI Collaboration with Bloom’s Taxonomy
The research team, which as well included Stella Smith, Ph.D., David Aiken, DBA, and Kenneth Murphy, DBA, all affiliated with University of Phoenix, found that a clear understanding of cognitive task distribution is essential for successful human-AI collaboration. Bloom’s Taxonomy, which ranges from remembering facts to creating new ideas, provides a useful lens for identifying which tasks are best suited for AI and which require human expertise. For example, AI might excel at quickly processing large datasets (remembering), while humans retain the critical thinking skills needed for complex problem-solving and ethical decision-making (evaluating and creating). The study suggests that clearer frameworks for this collaboration can support responsible AI integration across education, research, and professional settings.
Preparing Healthcare Leaders for an AI-Enabled Future
A second research stream focused specifically on the needs of future healthcare professionals. A team led by Amanda Gabarda, Ed.D., MPH, and Jennifer James, Ph.D., analyzed the AI-related skills and competencies that will be crucial for success in the evolving healthcare landscape. Their 2025 research project, which included contributions from Christopher Mosley, DSL, Thomas Sloan, MBA, and Sisay Teketele, DCS, DM, identified a growing need for healthcare administrators to be proficient in areas like AI-enabled decision-making, data analytics, and digital health technologies.
The researchers emphasized that healthcare administration programs must adapt their curricula to equip graduates with these skills. This includes not only technical proficiency but also a strong understanding of the ethical implications of AI in healthcare. The study highlighted the importance of preparing future leaders to interpret data generated by AI systems, to identify potential biases, and to ensure that AI is used in a way that promotes equitable and patient-centered care. The AECT presentation underscored that a proactive approach to curriculum development is essential to avoid a skills gap in the healthcare workforce.
The Role of CEITR in Advancing Learning Technologies
These presentations reflect the broader mission of the University of Phoenix’s Center for Educational and Instructional Technology Research (CEITR), which conducts interdisciplinary research on the impact of emerging technologies on learning and workforce development. CEITR’s work aims to improve learning outcomes, enhance instructional design, and ensure that education remains aligned with the needs of the modern workplace.
The AECT International Convention itself serves as a vital forum for educators, instructional designers, and researchers to share best practices and cutting-edge research in the field of learning technologies. The conference, held online this year, drew participants from around the globe, fostering a collaborative environment for exploring the future of education.
As AI continues to permeate all aspects of society, the need for a skilled and adaptable workforce will only grow. The research presented at AECT 2026 offers valuable insights into how educational institutions can prepare students – particularly those entering the healthcare field – to thrive in an AI-driven world. The University of Phoenix’s College of Doctoral Studies plans to continue its research in this area, with a focus on developing and evaluating innovative pedagogical approaches to AI literacy. The next phase of research will involve piloting new curriculum modules in healthcare administration programs and assessing their impact on student learning and career readiness.
What are your thoughts on the integration of AI into education? Share your comments below, and let us recognize how you see AI shaping the future of learning and work.
