Ethical AI in Academic Practice
Helping educators, researchers, and institutions engage AI responsibly, keeping critical judgment and scholarly integrity at the center.
AI is no longer a future challenge for higher education; it is reshaping how students write, how researchers synthesize, and how institutions define academic integrity in real time. The pressure to respond has led many institutions to reach first for detection tools and prohibition policies. These rarely hold, and they rarely teach.
I work at the intersection of ethics, pedagogy, and knowledge production. My formation as a doctoral researcher at the University of Toronto, combined with active course instruction in contemporary ethical issues, has given me a practical and philosophically grounded perspective on what responsible AI integration actually requires. It is not about control. It is about cultivating the conditions for genuine intellectual encounter, and ensuring that AI becomes an instrument of inquiry, not a substitute for it.
GETI 2026, Wadi el Natrun, Egypt.
What I offer
AI-Resilient Curriculum & Assignment Design
Redesigning course structures and assignments to center process, voice, and reflection rather than outputs that AI can easily replicate. This includes adapting rubrics, designing multi-stage tasks, and building in the kind of pedagogical dissonance that no language model can short-circuit.
Institutional AI Ethics Frameworks
Developing guidelines for academic departments and institutions that go beyond plagiarism policy. This work addresses questions of attribution, intellectual ownership, equitable access to tools, and the ethical responsibilities of both educators and learners in an AI-mediated environment.
Faculty & Researcher Toolkits
Training PhD candidates, faculty, and research staff on using AI tools for literature mapping, structural editing, translation support, and data organization, without displacing scholarly judgment or compromising the integrity of the intellectual contribution. This includes hands-on protocols for transparent AI-assisted research.
Critical AI Literacy Workshops
Equipping students and educators to interrogate AI, not just use it. Sessions explore algorithmic bias, the limitations of large language models in humanities and social science contexts, the politics of training data, and how AI reproduces or challenges existing structures of knowledge authority.
Relevant experience
Course Instructor, Contemporary Ethical Issues in Cultural and Religious Perspectives, Emmanuel College, University of Toronto
PhD Candidate, Toronto School of Theology / University of Toronto, dissertation research in theological ethics and decolonial epistemologies
Louisville Institute Dissertation Fellowship, research in ethics and knowledge production
Educator and curriculum designer across higher education, NGO, and faith-based institutional contexts
Engaged regularly with questions of technology, pedagogy, and epistemic justice in graduate-level teaching
"Is your institution navigating AI as a compliance problem, when it might be a pedagogical opportunity?"
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