Clarke, Sam ORCID: https://orcid.org/0009-0000-9297-3835, Lovatt, Sam, Laskova, Ksenija, Wang, Huiwen and Chisnall, Laura (2025) Theoretical Foundations of GenAI-Informed Teacher Pedagogy. London Journal of Humaities & Social Science, 25 (16). pp. 1-29.

Preview

Text Theoretical-Foundations-of-Gen-AI-Informed-Teacher-Pedagogy.pdf - Published Version Available under License Creative Commons Attribution Non-commercial. Download (13MB) | Preview

Abstract

The integration of Generative Artificial Intelligence (GenAI) into educational pedagogy represents a transformative shift in the dynamics of teaching and learning. To guide this transition, this paper introduces the Ped-AI-gogy Informed Model (PIM), which combines established educational frameworks: the Technology Acceptance Model (TAM), the SAMR model and Technological Pedagogical Content Knowledge (TPACK), into a cohesive approach for GenAI integration. This model provides a progressive pathway for educators, moving from initial awareness to active advocacy, while addressing the complexities of technology adoption, pedagogical change and shifting educator-learner
relationships.

In addition, this paper develops the theoretical foundation of “ped-AI-gogy”, a concept that fuses pedagogy with AI to reimagine teaching practices in anincreasingly digital landscape. By situating this integration within a posthumanist perspective, the authors advocate for a collaborative, symbiotic relationship among educators, students and GenAI tools. Finally, the paper critiques traditional human-centred educational paradigms and calls for adaptive learning models that harness GenAI
potential to enhance both teaching and learner agency.

Item Type:	Article
Status:	Published
DOI:	10.17472/LJRHSS
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1025-1050.75 Teaching (Principles and practice) L Education > LB Theory and practice of education > LB1028.43 Artificial intelligence. Educational applications
School/Department:	School of Education, Language and Psychology
URI:	https://ray.yorksj.ac.uk/id/eprint/13447

University Staff: Request a correction | RaY Editors: Update this record