Purpose
The rise of generative AI tools is not only changing how students learn—it is opening up new ways for students and educators to design learning together. Co-creating content or curriculum with AI offers opportunities for shared ownership, creativity, and dialogue. This study explored how medical students and faculty experience collaborative learning design using AI tools, and how it shapes their sense of agency, respect, and community.

Methods
A qualitative study was conducted with sixteen faculty members and thirty two students on partnering to create AI-assisted modules, cases, or learning resources. Semi structured interviews and joint reflection sessions were used to gather insights into what the collaboration felt like, how AI was used, and what it meant for their roles as teacher and learner. Thematic analysis focused on how participants made sense of co-creation, partnership, and emerging responsibilities in an AI-supported environment.

Results
Participants described the process as energizing and at times uncertain. One key theme, shared space, shared voice, reflected how AI leveled the design process, allowing students and faculty to contribute ideas on more equal footing. A second theme, learning from each other, highlighted how the act of creating together deepened mutual respect and encouraged creative risk taking. A third theme, agency through making, showed how students felt more confident and invested when they were trusted to shape learning materials and influence what and how their peers learned.

Conclusion
Collaborative learning design using AI can shift traditional classroom roles in meaningful ways. When students and educators design together, supported by AI tools, they build trust, creativity, and shared purpose. This co-creation process does not just lead to better content, it leads to stronger communities of learning.