As artificial intelligence reshapes how students research, write, and interpret information, historians face an urgent pedagogical question: how can AI literacy be embedded within disciplinary training without displacing core practices of historical inquiry? This roundtable brings together complementary perspectives on integrating AI into history education, centering coordinated curricular innovation at Bowling Green State University and placing it in dialogue with policy development at Clemson University. Together, the presentations move from institutional design to classroom practice and policy experimentation, showing how these layers work in concert to reinforce — rather than replace — historical thinking.

Anchoring AI learning within disciplinary contexts such as History, Journalism, and Public Relations, Bowling Green State University’s newly launched interdisciplinary AI + X undergraduate degree provides a distinctive environment for experimenting with AI as a site of inquiry, a methodological tool, and an ethical challenge. Within this framework, the AI + History pathway situates AI fluency alongside disciplinary expertise, enabling faculty to design courses that treat AI not as a shortcut to finished work but as a structured component of the research and writing process. In addition to coursework centered on foundational historical skills — including The Historian’s Craft — students pursue advanced work in History in the Age of AI, in which they test counterarguments, refine organization, and compare machine-generated outputs with their own reasoning. These scaffolded exercises emphasize critique, revision, and intellectual accountability, reinforcing core historical thinking while cultivating practical AI literacy. Taken together, these courses illustrate how curricular design can integrate AI into historical training in ways that remain grounded in disciplinary methods.

Extending this classroom-centered model into public engagement, the program’s design also supports civic-oriented learning. Students collaborate on projects that develop AI-assisted educational tools — such as contextual chatbots and lesson frameworks — to support K–12 instruction and broaden engagement with primary sources. By positioning history students as creators rather than passive users of AI systems, these initiatives demonstrate how disciplinary expertise can guide responsible technological applications beyond the university and model how classroom innovation can extend into civic practice.

Placed in conversation with the BGSU model, a comparative contribution from Clemson University highlights a contrasting institutional landscape in which AI integration is decentralized and shaped by varied faculty approaches. While Clemson does not yet maintain a unified undergraduate AI policy, the graduate digital history program has implemented a formal AI framework that distinguishes among machine learning and generative systems while emphasizing transparency, methodological rigor, and ethical use. By considering what elements of graduate policy development can be adapted to undergraduate teaching, the Clemson case broadens the conversation to include departments navigating institutional uncertainty.

Together, these presentations form a cohesive exploration of how historians can integrate AI across institutional contexts — from structured interdisciplinary programs to decentralized experimentation — while preserving the interpretive foundations of the discipline. The session is designed for historians at all career stages, as well as educators, program directors, and administrators seeking practical, adaptable models for integrating AI into teaching, curriculum design, and policy development.