Abstract
This autoethnographic study examines how generative AI has entered higher education, reshaping teachers’ and students’ inner lives, relational practices, and institutional ecologies. Drawing on the author’s embodied experiences within the higher education landscape, the analysis consists of plugging in theory, research, policy, and current events as a means to connect individual experience with broader concepts, events, and structures (Jackson & Mazzei, 2022). The paper maps affective responses such as awe and anxiety, pedagogical tensions such as assessment, transparency, and trust, and political-economic drivers such as capitalism and policy. The study foregrounds methodological reflexivity, arguing that critical autoethnography can surface situated knowledges and prompt timely ethical action. The paper calls for educator-led, context-sensitive research and policy interventions to preserve humane pedagogies as AI becomes entwined with learning.
Recommended Citation
Smith, Terry Jo. (). Living with AI within the Context of Higher Education. i.e.: inquiry in education: Vol. 18: Iss. 1, Article 8.Retrieved from: https://digitalcommons.nl.edu/ie/vol18/iss1/8