Abstract
This conceptual essay advances a central claim: Communication pedagogy is increasingly engaged in teaching AI through communicative interaction. Moving beyond the familiar distinctions between teaching with AI and teaching about AI, it argues that classrooms function as sites where AI communication is shaped through prompting, critique, revision, and ethical evaluation. Drawing on human–machine communication scholarship, the essay reconceptualizes evidence of learning as visible in students’ reasoning, justification, and contextual adaptation rather than in polished outputs. By foregrounding relational engagement, transparency, and communicative judgment, it positions teaching AI as a defining pedagogical task in AI-mediated educational environments.
Author ORCID Identifier
Chad Edwards: 0000-0002-1053-6349
Matthew J. Craig: 0000-0002-4824-566X
Varun Rijhwani: 0000-0002-5668-2288
Habeeb Abdulrauf: 0009-0006-4343-4150
Recommended Citation
Edwards, C., Craig, M. J., Rijhwani, V., & Abdulrauf, H. (2026). Teaching AI through communication: Rethinking evidence, interaction, and learning. Journal of Communication Pedagogy, 10, 145–152. https://doi.org/10.31446/JCP.2026.1.13
