Generative AI (GenAI) tools are increasingly pervasive, pushing instructors to redesign how students use GenAI tools in coursework. We conceptualize this work as emergency pedagogical design: reactive, indirect efforts by instructors to shape student-AI interactions without control over commercial interfaces. To understand practices of lead users conducting emergency pedagogical design, we conducted interviews (n=13) and a survey (n=169) of computing instructors. These instructors repeatedly encountered five barriers: fragmented buy-in for revising courses; policy crosswinds from non-prescriptive institutional guidance; implementation challenges as instructors attempt interventions; assessment misfit as student-AI interactions are only partially visible to instructors; and lack of resources, including time, staffing, and paid tool access. We use these findings to present emergency pedagogical design as a distinct design setting for HCI and outline recommendations for HCI researchers, academic institutions, and organizations to effectively support instructors in adapting courses to GenAI.

翻译：生成式AI（GenAI）工具日益普及，促使教师重新设计学生在课程作业中使用GenAI工具的方式。我们将这项工作概念化为紧急教学设计：教师在没有商业界面控制权的情况下，为塑造学生-AI交互而进行的反应性、间接性努力。为了解进行紧急教学设计的领先用户实践，我们对计算领域教师开展了访谈（n=13）与问卷调查（n=169）。这些教师反复遭遇五大障碍：课程修订的共识碎片化；非强制性机构指导引发的政策冲突；教师尝试干预时面临的实施挑战；因学生-AI交互对教师仅部分可见导致的评估失配；以及包括时间、人员配置和付费工具访问权在内的资源匮乏。基于这些发现，我们将紧急教学设计定位为人机交互领域一个独特的设计情境，并为人机交互研究者、学术机构及相关组织提出建议，以有效支持教师调整课程以适应生成式AI。