This pilot practitioner inquiry examines the use of AI-generated podcasts within a higher education research module. The study investigated two questions: (1) How do students experience, perceive, and make use of AI-generated podcasts as part of their learning? (2) What opportunities, challenges, and pedagogical considerations emerge for the educator when designing and integrating AI-generated podcasts into teaching practice? Google’s NotebookLM was used to create short recordings that summarised lecture topics, addressed student queries, and offered assignment guidance. Data were gathered from both the educator’s reflective journal and a student focus group. Findings suggest that students valued the novelty, accessibility, and supportive tone of the podcasts. They described the recordings as helpful in revisiting key ideas, clarifying uncertainties, and managing study along with other responsibilities. The educator found the podcasts practical to produce and noted that they contributed to more focused classroom discussions. At the same time, both students and the educator identified limitations, including the constraints of an audio-only format, the need for transparency when using AI, and the additional time required. As a pilot study, the findings provide indicative insights rather than generalisable conclusions. The work points to the potential of AI-generated podcasts as a supplementary resource that may reinforce understanding and support independent study, while also highlighting considerations around inclusivity, educator workload, and responsible AI use in higher education. © 2025 by the author.
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