Generative Artificial Intelligence (Gen AI) offers significant potential to support requirements engineering (RE) education; however, its integration poses challenges regarding accuracy and student engagement. While Gen AI cannot independently specify requirements without hallucinating or overstepping scope, it can serve as a powerful partner in a hybrid intelligence workflow. In this paper, we address the challenge of translating high-level motivational models into detailed user stories, a process that is traditionally labour-intensive for novices. We introduce a structured, human-in-the-loop workflow that uses Gen AI to refine and polish user stories while strictly preserving student agency. By grounding the output from Gen AI in a validated motivational model, the workflow minimises the risk of metacognitive offloading, requiring students to actively critique and validate the initially generated requirements. Our analysis of instructional artefacts demonstrates that Gen AI helps in three ways: suggesting structural improvements, offering alternative professional phrasing, and enhancing readability. However, we also identify risks of intent drift and scope expansion, reinforcing the need for rigorous human oversight. The findings advocate for a pedagogical approach where the Gen AI system acts as a reflective assistant rather than an autonomous generator.
Sterling et al. (Fri,) studied this question.