RECONFIGURING EDUCATION AND PEDAGOGY IN THE AGE OF GENERATIVE ARTIFICIAL INTELLIGENCE:

Abstract

The rapid development of generative artificial intelligence (GenAI) is changing teaching practices, pedagogy approaches and the relationship in the classroom. While current scholarship is increasingly exploring the use of artificial intelligence in teaching, learning, assessment and academic support, its wider impact on culture, human interaction and social relations in education still needs to be understood. This paper explores how GenAI is reshaping education and learning, with a particular focus on the interface between technological change, cultural contexts and social relations. The study adopts a literature review methodology, drawing on the academic literature on general artificial intelligence, artificial intelligence in education, teaching, learning, learning assessment, digital literacy, academic integrity, learning culture and teacher-student relations. The relevant literature is critically reviewed and analysed thematically to identify recurring perspectives, new discussions, opportunities, challenges and gaps in the existing scholarship. In particular, the review examines how AI-enabled learning affects teaching roles, learning pathways, student involvement, evaluation, academic integrity, human agency and teacher-student relations. The review shows that GenAI does not only introduce new technological tools into education, but also contributes to broader changes in pedagogical practice, institutional culture and pedagogical relations. The literature highlights personalised learning, reinforced pedagogical support, creativity and access to knowledge, but also raises concerns about academic integrity, over-reliance on artificial intelligence, digital inequalities, cultural differences, trust, authorship and the changing role of pedagogy. The document argues that understanding Genoa in education requires not only focusing on technical competences but also on the cultural and social dimensions of teaching and learning.