Peer Review

Using Bloom’s Taxonomy to understand AI Adoption in Higher Education

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Reviewed:: May 21, 2026 by Faculty Development

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Ratings

Overall Rating:

Content Quality:

Effectiveness:

Ease of Use:

Overview:

Faculty and staff in higher education face uncertainty about appropriate AI use in academic settings, particularly whether student AI use supports or hinders learning. This uncertainty reveals a fundamental question: how can institutions integrate AI to enhance learning while preserving educational integrity? Current experiences illustrate this tension between AI’s benefits and potential drawbacks. While some instructors have adopted AI in their courses, others avoid it, finding that AI use may hinder students from achieving learning outcomes.

This article focuses on AI usage in Higher Education due to the advantages and potential learning obstacles related to student consumption. The author highlighted how a revised version of Bloom’s Taxonomy (PDF of resource included for educators) can be used by educators as guidance to encourage and support AI integration in the classroom setting and course learning activities. Furthermore, this model of Bloom’s breaks knowledge down into four categories of Factual, Procedural, Conceptual, and Metacognitive while showing students how they can appropriately use AI to support their learning experiences and various course activities while upholding academic integrity standards. Finally, readers are reminded of why AI cannot just do it all and the significant role that the student plays in their learning process.

Type of Material:

Reference Material

Recommended Uses:

Use as reference material, as yet one more approach to using AI in instruction and learning.

Individual educators can use this resource to provide additional classroom and learning activities for their students while promoting the appropriate usage of AI. The PDF resource that is included can be a guiding tool for instructors who would like to integrate AI-learning activities into their courses, or it can be customized/shared with students to help support the instructor's AI policies for coursework.

Technical Requirements:

Device with internet access (Chrome browser used)

Identify Major Learning Goals:

To address this challenge, educators can use Bloom’s taxonomy as a framework to determine what types of cognitive work can be offloaded to AI without compromising learning. Using Bloom’s taxonomy, educators can design outcomes and instruction that guide when and how AI can appropriately support student learning.

The educator will know some of the advantages and hindrances to the student learning process when AI is utilized for learning.
The educator will understand how Bloom’s Taxonomy (revised version) can provide them and their students guidance for appropriate AI usage.
The educator will have a resource (PDF) that they can customize or share with students that explains how AI can be used appropriately for student learning experiences.

Target Student Population:

College Upper Division, Graduate School, Professional

Prerequisite Knowledge or Skills:

Familiarity with Bloom's Taxonomy and instructional design guidelines.

Content Quality

Rating:
Strengths:: The article lays out a possible use of AI - applying Bloom's Taxonomy to instruction and learning; both pro's and con's are presented.
Concerns:: While you bring up some good points regarding the positive and negative associations with AI integrations in education, it would have been nice to see some alternatives or guidance that educators could keep in mind when taking on this task. For instance, AIs can give incorrect information, so what can students do (and educators encourage them to do) to overcome this potential obstacle and ensure they are receiving correct information. This does not have to be done in great detail, but maybe offering a tip here and there could increase the chances of an educator implementing AI learning activities.

Potential Effectiveness as a Teaching Tool

Rating:

Strengths:

When educators use the article and provided PDF resource, they can modify classroom and learning activities to promote appropriate student AI use practices.

As a resource, the article offers an approach that can enrich the learner's knowledge of AI.

Concerns:

Although there is guidance given, there are not specific examples (i.e. lesson plan assignment without AI use versus one with it) given that educators could use as a reference when modifying their own class materials to encourage and support AI-integration.

Ease of Use for Both Students and Faculty

Rating:

Strengths:

This is a useful resource in addressing AI in instruction and learning.

My ultimate favorite part of this material is the PDF that educators can use for AI-integration, but I also visited some of the references listed and found those helpful as well.

Concerns:

It would have been nice to see at least one specific example, so educators (especially those who might be somewhat hesitant) can see how easy a learning activity can be modified to include AI.

Other Issues and Comments:

Great information and resource inclusion (PDF)!

There are several links for further research; one only has to have a reliable Internet connection for full appreciation of the content.

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