TL;DR
It is argued that higher education should respond through critical AI literacy, process-oriented assessment, preservation of critical time, and institutional governance of epistemic delegation through critical AI literacy, process-oriented assessment, and institutional governance of epistemic delegation.
The increasing integration of generative artificial intelligence (GenAI) systems into educational environments has brought about not only a technological transformation of teaching and learning processes but also fundamental epistemological questions concerning the sources of knowledge, its verification and justificati...
It is argued that the solution lies not in more sophisticated surveillance, but in redesigning assessment and evaluation to re-anchor, which erodes human responsibility and epistemic authority by assigning both production and judgment to closely related algorithmic systems.
Generative artificial intelligence (GenAI) is rapidly reshaping engineering education, yet prevailing debates frame its impact narrowly as either pedagogical innovation or epistemic threat. In this article, we argue that such framings misdiagnose the problem by treating GenAI as a tool rather than as a sociotechnical...
Artificial intelligence (AI) systems increasingly mediate how learners obtain explanations, synthesise sources, receive feedback and judge the quality of academic work. This critical-integrative review argues that the central educational question is not whether learners rely on AI, but whether that reliance preserves...
This paper argues that the core problem extends beyond academic dishonesty to a deeper misalignment between assessment practices and the learning outcomes they are intended to measure, and highlights the need for alternative assessment models that emphasize process over product.
Generative artificial intelligence (GenAI) has entered education faster than the theoretical and methodological frameworks used to evaluate it. This critical integrative review asks a more consequential question than whether GenAI ‘works’: under what pedagogical conditions can it augment learning without displacing lea...
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