ABSTRACT
This chapter is based on a qualitative interpretive study conducted at one Estonian university, exploring the experiences of adult learners and faculty in using generative artificial intelligence (AI), particularly chatbots based on large language models. The experience of students and faculty plays a crucial role in shaping the integration of different chatbots in the adult learning context. We draw on Baxter Magolda and King's Learning Partnership Model, which highlights the co-construction of knowledge and supports students' autonomy and identity development as adult learners. Semi-structured interviews and duo ethnography were used to collect empirical data, which was analysed using thematic reflexive analysis. By situating students as self-directed adult learners and AI-powered chatbots as potential learning partners, we argue that carefully guided and ethically grounded integration of AI in the teaching and learning process at the university can foster deeper engagement, inspire critical thinking, and enrich the learning and teaching experience. The findings indicated that the ethical use of AI chatbots can enhance learning, necessitate shifts in teaching and assessment practices, and redefine the role of faculty. These developments are supported by the AI-integrated learning partnership model, which promotes a transformation in learning culture and fosters greater autonomy among adult learners.
