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How teachers build trust with students in the presence of GenAI

Forsyth, Rachel LU orcid and Glessmer, Mirjam LU orcid (2025) In LTH:s Pedagogiska Inspirationskonferens
Abstract
Trust is a prerequisite for successful learning.
From previous work we know that teachers use multiple
strategies to build trust with students – for example to
demonstrate knowledge, skill and competence, or showing
interpersonal care and concern. We also know from students
that they trust teachers who ask, listen, and respond. But since
we conducted those studies, Generative Artificial Intelligence
(GenAI) tools have become universally available and are now
used by students and teachers. Although both groups are well
aware that GenAI is likely used both within their own and in
the other group, there are only few conversations between
teachers and students where either talk transparently and... (More)
Trust is a prerequisite for successful learning.
From previous work we know that teachers use multiple
strategies to build trust with students – for example to
demonstrate knowledge, skill and competence, or showing
interpersonal care and concern. We also know from students
that they trust teachers who ask, listen, and respond. But since
we conducted those studies, Generative Artificial Intelligence
(GenAI) tools have become universally available and are now
used by students and teachers. Although both groups are well
aware that GenAI is likely used both within their own and in
the other group, there are only few conversations between
teachers and students where either talk transparently and in
detail about how they use GenAI. We suspect that the presence
of GenAI – fuelled by a lack of conversations about use –
influences trust in the relationship between teachers and
students.
We conducted focus group interviews with teachers at LU to
hear about their experience with and perspective on GenAI
usage, both their own and their students’, and to understand
the impact that they think the presence of GenAI has on their
relationships with students. We find that teachers generally
think a lot about GenAI and their influence on teaching and
assessment practices but are often unsure what to do about
them.
In this manuscript, we link these uncertainties to our
previous work on trust-building and present a collection of
suggested “trust moves” based on what teacher report doing
already or think might work, to start the conversation of how
we can make sure to continue building trusting relationships
with students. (Less)
Please use this url to cite or link to this publication:
author
and
organization
publishing date
type
Chapter in Book/Report/Conference proceeding
publication status
published
subject
host publication
Proceedings LTH:s 13:e Pedagogiska Inspirationskonferens, 4 december 2025
series title
LTH:s Pedagogiska Inspirationskonferens
pages
3 pages
publisher
Lund University
ISSN
2003-3761
2003-377X
language
English
LU publication?
yes
id
f339fbf4-773a-4c87-bd8c-28f9c60b8122
alternative location
https://www.lth.se/fileadmin/cee/genombrottet/konferens2025/C1_Forsyth_Glessmer.pdf
date added to LUP
2025-11-13 18:05:05
date last changed
2025-11-18 08:42:16
@inproceedings{f339fbf4-773a-4c87-bd8c-28f9c60b8122,
  abstract     = {{Trust is a prerequisite for successful learning.<br/>From previous work we know that teachers use multiple<br/>strategies to build trust with students – for example to<br/>demonstrate knowledge, skill and competence, or showing<br/>interpersonal care and concern. We also know from students<br/>that they trust teachers who ask, listen, and respond. But since<br/>we conducted those studies, Generative Artificial Intelligence<br/>(GenAI) tools have become universally available and are now<br/>used by students and teachers. Although both groups are well<br/>aware that GenAI is likely used both within their own and in<br/>the other group, there are only few conversations between<br/>teachers and students where either talk transparently and in<br/>detail about how they use GenAI. We suspect that the presence<br/>of GenAI – fuelled by a lack of conversations about use –<br/>influences trust in the relationship between teachers and<br/>students.<br/>We conducted focus group interviews with teachers at LU to<br/>hear about their experience with and perspective on GenAI<br/>usage, both their own and their students’, and to understand<br/>the impact that they think the presence of GenAI has on their<br/>relationships with students. We find that teachers generally<br/>think a lot about GenAI and their influence on teaching and<br/>assessment practices but are often unsure what to do about<br/>them.<br/>In this manuscript, we link these uncertainties to our<br/>previous work on trust-building and present a collection of<br/>suggested “trust moves” based on what teacher report doing<br/>already or think might work, to start the conversation of how<br/>we can make sure to continue building trusting relationships<br/>with students.}},
  author       = {{Forsyth, Rachel and Glessmer, Mirjam}},
  booktitle    = {{Proceedings LTH:s 13:e Pedagogiska Inspirationskonferens, 4 december 2025}},
  issn         = {{2003-3761}},
  language     = {{eng}},
  publisher    = {{Lund University}},
  series       = {{LTH:s Pedagogiska Inspirationskonferens}},
  title        = {{How teachers build trust with students in the presence of GenAI}},
  url          = {{https://www.lth.se/fileadmin/cee/genombrottet/konferens2025/C1_Forsyth_Glessmer.pdf}},
  year         = {{2025}},
}