Edgar Sajquim is an EFL teacher, mathematics tutor, and workshop facilitator with more than eight years of experience in the field of education. He has worked with learners of different ages, proficiency levels, and cultural backgrounds, and he is interested in sharing practical insights from his own teaching practice with fellow educators.
Since 2020, he has facilitated professional development workshops for other teachers, which led to a growing interest in presenting at national and international conferences. This path has taken him to events in Ecuador and El Salvador, where he has shared ideas and experiences.
What do our Students Think About Using AI?
Artificial intelligence has quickly become one of the most discussed topics in education, and teachers have become increasingly interested in it. Many of us have attended workshops, conferences, or webinars on the topic, and we might already be using AI to create materials, plan lessons, provide feedback, or support our students. However, have we ever wondered what OUR students think of the use of AI? What would happen if we asked them?
This lightning talk shares the experience of opening that conversation with a group of learners, a discussion that initially centered on Hello Joe, IGA’s AI tutor, and then expanded into a broader discussion about students’ experiences with artificial intelligence in their academic lives. The goal was not to evaluate them, collect research data, or reach definitive conclusions. It was simply to listen.
The result was a series of honest and thoughtful responses. Students described ways in which AI had supported their learning, highlighted aspects they found less useful or frustrating, and reflected on how and why they used AI when completing assignments. As the discussion expanded, students spoke openly about homework, motivation, time management, and the reasons why they would occasionally rely on AI to generate assignments.
While the conversation produced no universal answers, it offered direct insight into the learners’ experience with AI, and it also prompted the presenter to reflect on his teaching practice and identify areas where adjustments might be needed. Attendees will be invited to open similar conversations with their own groups, giving space for student perspectives to emerge and shape classroom decisions.
