Developing a substantive grounded theory of generative artificial intelligence (GenAI) integration in science research instruction

Journal of

Generative AI in education: A Human–AI pedagogical agency framework for learning, cognition, and ethics

This article proposes the Human–AI Pedagogical Agency Framework (HAPAF), composed of five interacting layers: epistemic positioning, learner agency, interaction design, verification, and governance, which reframes effective GenAI integration as an agency-preserving pedagogical design problem rather than a tool-adoption...

From AI Literacy to Epistemic Agency

It is suggested that instructional scaffolds such as prompting journals and iterative reflection, can externalise epistemic processes and strengthen AI literacy as a foundation for epistemic agency in generative AI-mediated scientific writing.

Generative AI in higher education: A scoping review and framework for student motivation and engagement

Generative artificial intelligence (GenAI) is increasingly influencing how students write, create, reflect, solve problems, and engage with learning in higher education. However, the evidence remains divided, particularly regarding motivation, engagement, creativity, perception, self-regulation, and psychologically inf...

Bridging Ethics and Regulation: A Conceptual Framework for Governing Generative AI in Higher Education

The Ethico-Regulatory Governance (ERG) Framework is proposed, a conceptual model designed to bridge global ethics with local compliance, and offers a scalable, adaptable solution for universities navigating the complexities of GenAI.

Generative AI Use Patterns and Ethical Dilemmas among Pre-Service Teachers

Teacher education should frame GenAI as cognitive support, clarify task-specific boundaries, and require accountable verification rather than allow AI to substitute for learning.