Su, F., Capogna, S and Wood, M ORCID: https://orcid.org/0000-0001-5067-1978 (2026) Being progressive and critical: the roles and responsibilities of academics in adopting generative artificial intelligence (GenAI) in higher education. PRACTICE Contemporary Issues in Practitioner Education. pp. 1-10.

	Text Manuscript with author details.pdf - Accepted Version Restricted to Repository staff only until 11 January 2028. Available under License Creative Commons Attribution Non-commercial No Derivatives. Download (258kB)
	Text Manuscript with author details.docx - Accepted Version Restricted to Repository staff only Available under License Creative Commons Attribution Non-commercial No Derivatives. Download (1MB)

Abstract

Amidst all the claims for the transformative possibilities of Generative Artificial Intelligence (GenAI) for higher education, the authors urge educators to take a critically considered approach to adopting these technologies. In the paper, the authors have argued that it is crucial for academics to approach its use with caution and to critically consider the practical, ethical, and potential ideological
challenges of GenAI technologies. To this end, a critical AI literacy framework that draws on Freirean critical consciousness (1972) and hooks’ engaged pedagogy (1994), emphasising the importance of reflexivity, dialogue, and socio-political awareness, is proposed.
Rather than treating GenAI as a neutral or purely instrumental tool, this framework situates GenAI as a socio-technical system shaped by power relations, requiring both educators and learners to interrogate its ethical, ideological and material implications. The role of relational pedagogy and collaborative engagement with
students in shaping AI practices in learning emerge as substantive concerns, together with the importance of enhancing GenAI literacy for academic integrity and responsible use. It is also argued that AI literacy is not limited to understanding how GenAI systems function but also includes analysing their broader societal implications.
This paper extends existing thinking by conceptualising
GenAI literacy as a critical-relational practice, integrating insights from critical pedagogy and relational educational theory.

Item Type:	Article
Status:	Published
DOI:	10.1080/25783858.2026.2702946
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1028.43 Artificial intelligence. Educational applications L Education > LB Theory and practice of education > LB2300 Higher Education L Education > LB Theory and practice of education > LB2361 Curriculum
School/Department:	School of Education, Language and Psychology
URI:	https://ray.yorksj.ac.uk/id/eprint/15548

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