Between imitation and innovation
Belahmar Louazani Nihad Soumia1
The rapid development of generative artificial intelligence (AI) has introduced new possibilities for the production, interpretation, and circulation of literary language. AI systems are increasingly capable of generating poems, narratives, dialogues, and other forms of creative writing that can resemble human-authored texts in style, structure, and emotional expression. This development raises important questions concerning the nature of literary creativity and the boundaries between imitation and innovation. While AI-generated texts often draw upon patterns and conventions derived from existing literary works, their capacity to recombine linguistic and stylistic elements challenges conventional understandings of originality and authorship. This paper explores the relationship between imitation and innovation in AI-generated literary language, focusing particularly on the concepts of creativity, originality, and authorship. It examines whether the apparent creativity of generative AI represents genuine innovation or sophisticated linguistic recombination based on previously existing human-generated material. The paper further considers how the involvement of AI complicates the traditional distinction between author and tool, particularly when literary texts are produced through collaboration between human prompts and machine-generated language. By approaching AI-generated literature as a developing form of literary production, the study highlights both its creative potential and its limitations. Ultimately, the paper argues that AI does not simply reproduce literary language but participates in transforming how literary creativity and authorship are understood. The emergence of AI-generated literature therefore calls for a reconsideration of originality, innovation, and the human role in literary creation.
Generative AI, folktales, and the flattening of oral heritage
Lina Benzerara1; Salim Kerboua2; Zakarya Senouci3
Generative AI is increasingly becoming a mediator through which cultural narratives are retold, adapted, and circulated, raising questions about how culturally specific forms of meaning survive algorithmic reconstruction. This study examines AI-generated retellings of three Algerian folktales representing distinct narrative traditions: Lalla Loundja, Bechkerker et l'Ogre, and Uccen d Insi. The tales are approached as culturally embedded narratives whose distinctive meanings emerge through different configurations of female agency, grotesque survival, animal symbolism, and pragmatic morality. Using qualitative comparative textual analysis, documented versions of the three tales are compared with retellings generated by ChatGPT through a deliberately minimal prompting protocol. The analysis examines transformations in narrative structure, character agency, moral logic, humor, symbolism, cultural attribution, and oral storytelling features. The findings reveal four recurring forms of transformation: narrative domestication, in which culturally specific conflicts are reshaped according to familiar narrative conventions; narrative compression, in which episodic and cumulative oral structures are substantially reduced; narrative substitution, in which a documented tale is replaced by a substantially different narrative; and cultural misattribution, in which regional identity is inaccurately assigned. Taken together, these transformations suggest that generative AI tends to privilege familiar plot structures, coherent moral frameworks, and accessible narrative conventions over culturally specific forms of storytelling. The study argues that AI-generated retellings constitute acts of cultural mediation rather than neutral reproduction, contributing to a process of algorithmic narrative normalization through which underrepresented oral traditions may be reshaped as they enter digital circulation.
How anisongs foster Japanese language engagement beyond translation
Yuka Shiratsuchi1; Shinji Okumura1
Anime theme songs (anisongs) serve as a major point of contact through which non-Japanese speakers engage with the Japanese language and culture. A previous qualitative study analyzing approximately 800 YouTube comments on five globally prominent anisongs proposed a "Multilayer Engagement Model," suggesting that non-Japanese speakers' engagement unfolds across four layers: acoustic, affective, symbolic, and learning. However, as this is an exploratory study based on a limited dataset, large-scale empirical validation is required to establish the model's validity and generalizability. Drawing on Iwabuchi's (2002) concept of cultural odorlessness as a theoretical framework, this study examines a large-scale corpus of YouTube comments on multiple anisongs spanning the 1990s to the 2020s. Employing a mixed-methods approach that combines AI-assisted text mining with qualitative analysis, the study aims to verify and refine the Multilayer Engagement Model. The quantitative strand involves AI-assisted text classification, frequency analysis, and correlation analysis with song attributes. The qualitative strand involves close reading of representative comments to explore the relationship between cultural engagement and Japanese language engagement. A cross-temporal comparison further examines how AI-mediated digital media environments and evolving fandom cultures have shaped patterns of engagement across decades. This study seeks to empirically clarify the mechanisms through which anisongs function as cultural catalysts independent of translation in the age of AI, offering new perspectives for research on cultural globalization and language learning motivation.
AI, colonial extraction, and black cultural production in Ryan Coogler's Sinners and Black Panther
Ivana Aladić1
The development of Artificial Intelligence has led to intense debates over ownership, authorship, the process of creation, and the ethical implications of culturally influenced creation. These technologies are heavily reliant on extraction. Generative AI is trained on cultural, linguistic, and artistic materials, often without the consent of the creators it's built on. Therefore, AI does not only create; it extracts, consumes, and appropriates the original. My main argument is that AI production shares similar qualities to colonialisation. Both processes share the dependence on the extraction and appropriation of human resources. Colonialisation aimed for territorial expansion through the appropriation of labour, goods, land, and culture. AI commodifies language, artistic production, and creative processes, erasing the source identity. Both processes are based on erasure of the source, exploitation of human labour, and its reproduction for capitalistic purposes. By analysing the work of Ryan Coogler, his movies Black Panther (2018) and Sinners (2025), this paper displays how Black tradition, creativity, and voice become prey to extraction, proprietorship, and marketable consumption. Both movies shed light on violence embedded in systems of power, built on colonial ideas, which aim to replicate, consume, and discard the communities and individuals they are stealing from. Much like these systems, AI production replicates colonial accumulation, consuming language, art, history, style, and overall identity of the source. In this aspect, the 'hunger' of AI is not solely metaphorical, but serves as a parallel to imperial structures, transporting them into the digital universe.
Borderlines in Aidan Marchine's Death of an Author
Rasha Saeed Abdullah Badurais1
This study aims at investigating Aidan Marchine's novella, Death of An Author, from a posthumanist deconstructive perspective. This goal is achieved through analyzing the unstable moments of borderlines that undo the distinction between binaries: human/ machine or technology, life/ death, and originality/ imitation. Contemporary posthumanist theory reconceptualizes frontiers and margins of being (Balo, 2025) as productive, hybrid, and relational spaces that destabilize the human/non-human divide. Derrida's concept of the borderline (1979) provides the philosophical grounding for this shift, revealing that these spaces are not external to being but are its very condition of possibility. Within these deconstructive borderlines of posthumanist identity, the article probes the novella's paratextual elements: the title, chapter 9 subtitle, chapter 12 as the afterword; along with the selected textual components: the major character, Peggy Firmin, who is the fictional author 'partially' indicated in the title, and Gus Dupin, her deconstructive trace in the text. The analysis and discussion show that the perpetual play between the above binaries leads to highlighting the processes on the margins revealing multidimensional borderlines of amalgamating human/ machine roles and reconceptualization of death in the technological/ posthumanist age. These features bestow novelty to the novella making it typical for any posthumanist studies deconstructing the author's/ authorship identity (Who is the author?), reconstructing the conceptions of life and death, and highlighting the role of the marginality between human and technology. Such a perspective, though thought- provoking, necessitates reconsidering the ethics of our being and the extent of allowing technology and machines in the human borderlines.
Literature, disability & digital media
Rishu Raj1; Nazli2; Ruchika Shokeen3
Background: Digital media technologies do not merely represent disability; they actively produce and constitute it through "dismediation". Digital accessibility has evolved from a web-dominated "infancy phase" (1996–2018) to a "developing phase" (2019 onward), broadening to e-books, social media, and emerging platforms. The social model of disability has shifted accessibility from medical/technical fixes toward participation, equity, and socio-economic change. Methods: This study integrates disability studies (social vs. medical models), digital media theory (remediation, affordances, platform studies), and close textual analysis to examine how formal mediation shapes meaning. The research compares print disability narratives spanning ten works across nine nations (e.g., The Curious Incident of the Dog in the Night-Time, The Diving Bell and the Butterfly, A Fine Balance, The Memory Police) with digital-born texts including electronic literature and hypertext. Ten critical inquiries probe screen-reader engagement with visual/concrete poetry (e.e. cummings, Mallarmé), alt-text as translation or betrayal, and whether "audio-first" verse constitutes a new genre. Analysis extends to social media self-representation (TikTok #DisabilityCheck, #CripTheVote; creators including @lucyedwards, Squirmy and Grubs, @spencer2thewest), film/TV accessibility (Sound of Metal, Atypical, Move to Heaven), and twenty community-run versus mainstream digital magazines globally. Results: Digital platforms enable disabled creators and critics (Rikki Poynter, Annie Elainey, Alice Wong) to bypass traditional gatekeepers. Customizable formats transform access needs into formal literary possibilities. Self-representation supplants mediated aleist narratives. Conclusion: Digital media reconfigures disability literature from static representation to interactive, community-driven expression. The "page" is a technology now rendered obsolete by AI and VR futures aligned with UNDP (2023) and ENIL (2025) participatory guidelines.
Pooja Negi1; Archan Mitra2
The rapid growth of generative artificial intelligence has transformed digital media by enabling the large-scale creation and circulation of text, images, videos, and interactive content. Although AI can improve speed, accessibility, and creative productivity, its increasing presence also raises concerns about repetitive content, uncertainty about authenticity, cognitive fatigue, and reduced quality of online experience. This paper introduces the Artificial Intelligence Quality Index (AIQI), a pilot instrument developed to measure perceived AI content saturation in digital media environments. The study conceptualizes this condition as "AI Pollution," defined not as the presence of AI itself, but as a perceived imbalance created when synthetic, repetitive, or difficult-to-verify content becomes excessive in users' digital environments. The AIQI was developed as a 10-item, four-point Likert-type scale covering three domains: Particulate Saturation (content load), Cognitive Oxygen (mental impact), and Feedback Toxicity (health response). A cross-sectional online pilot survey was conducted from 2 February to 21 February 2026. After data cleaning and merging three linked form blocks, 163 complete responses were used for analysis. The overall scale demonstrated good preliminary internal consistency (Cronbach's alpha = .805). The mean AIQI score was 186.0 (SD = 58.3), with 52.1% of respondents classified in the Unhealthy category and 12.9% in the Hazardous category. One item, Organic Scarcity, showed weaker item-total correlation and requires revision before the main study. The findings indicate that AIQI is a feasible and promising instrument for examining AI-related content saturation, digital wellbeing, and user experience in contemporary media environments.
Towards an AI supported science fiction pedagogy for contemporary science education
Geethu T. G1; Sajna Jaleel2
The rapid development of artificial intelligence (AI) is altering the goals of science education, necessitating methods that cultivate not only scientific knowledge but also scientific temper, scientific imagination, and the ability to engage critically with technological futures. Current educational initiatives focus on AI Literacy and Technological Competence, while little attention has been paid to pedagogies that foster future oriented thinking through imaginative and inquiry-based learning experiences. Filling this gap, this study explores the potential of AI supported science fiction pedagogy as a framework for contemporary science education. Drawing upon constructivism, social constructivism, imaginative education, inquiry-based learning, futures literacy and cognitive technology perspectives, the paper argues that science fiction offers a powerful medium for understanding emerging technologies and critically engaging with artificial intelligence-driven futures. Previous studies have indicated that science fiction-based learning can improve imagination, critical thinking, and engagement with complex socio scientific issues, and design fiction methods are now widely acknowledged as useful tools in AI education. Alongside the theoretical analysis, an exploratory survey with 45 science teachers was conducted to investigate their perceptions about the pedagogical scope of AI supported science fiction pedagogy. Based on the insights, the paper proposes a preliminary conceptual framework of an integration of AI based cognitive technologies with science fiction narratives to facilitate inquiry, reflection and future oriented science learning.
Sougand Akbarian1
Artificial Intelligence (AI) is fundamentally transforming literary production by reshaping how texts are created, interpreted, distributed, and consumed within digital environments. Advances in large language models, natural language processing, and algorithmic recommendation systems have expanded AI's role from a writing assistant to an active participant in creative and cultural production. This study examines the impact of AI on literature and cultural production through a qualitative conceptual-analytical approach informed by interdisciplinary scholarship in digital humanities, literary theory, cultural studies, and AI ethics. The paper critically explores how AI challenges traditional notions of authorship, creativity, originality, and cultural representation while influencing digital literary ecosystems through algorithmic mediation. It further analyzes the opportunities and challenges associated with AI-generated literature, including collaborative creativity, multilingual literary production, algorithmic bias, cultural diversity, and ethical governance. Building upon these theoretical and conceptual discussions, the study proposes a Human–AI Literary Co-Creation Framework that conceptualizes literary creativity as a collaborative process integrating human intentionality, computational generation, ethical responsibility, and cultural inclusion. The framework emphasizes the complementary roles of human authors and AI systems while advocating transparent, responsible, and culturally responsive approaches to AI-assisted literary production. The study argues that AI should be understood not merely as a technological tool but as a cultural agent that actively shapes literary meaning, readership, and creative practices in the digital age. It concludes that the future of literature depends on developing balanced human–AI partnerships that preserve human creativity, promote cultural diversity, and support ethical innovation within increasingly algorithmic literary ecosystems.
AI horror generators and the automation of digital folklore
Jyoti Prakash Pujari1
Internet horror mythoi such as Slender Man, the SCP Foundation and the Backrooms are not works but infrastructures for further work, open to extension by contributors who did not begin them. Commercial AI text generators now produce horror at volume, and the communities maintaining these archives have responded with unusually severe prohibitions. This article asks what those prohibitions are defending. Drawing on Bakhtin's account of finalisation and on the folkloristic literature on ostension, it argues that continuability is a textual property consisting in minimum finalisation together with ostensive availability, and derives four diagnostics from that account. These are applied to an archived image board thread coded in full, in which the Backrooms seed and its unsuccessful contemporaries survive side by side, and to a corpus of outputs from self-declaring generators elicited under a published prompt protocol. The finding is not that generated horror lacks the relevant properties, since generators supply them when asked. It is rather that continuability tracks specification: the properties that folkloric seeds possess as residues of the situations producing them can be delivered to a generator as a brief, and a specification can be met where a solicitation cannot be faked.
Technology fear and future visions in British science fiction literature
Gülten Akgül1; İsmail Bacaksız1; Özcan Çelik1; Can Görkem Karayel1; Ayşe Şahin1; Emine Erkan1
Technological progress has long driven social change, but it has also generated fear and resistance. In England, the birthplace of the Industrial Revolution, one of the earliest organized reactions to technological transformation was the Luddite Movement of the early nineteenth century. The Luddites opposed mechanization because they believed it would cause unemployment and threaten traditional ways of life. Similar concerns have reappeared in debates surrounding artificial intelligence (AI), including fears of job displacement, surveillance, and changing human-machine relationships. While the Luddite Movement has been widely studied and AI-related concerns have been examined in technological and ethical discussions, studies connecting these issues through British science fiction literature remain limited. This paper examines the continuity of technological fears in England and their representation in British science fiction. Using a qualitative research design, it employs document analysis and thematic content analysis. The corpus consists of E. M. Forster's "The Machine Stops", Aldous Huxley's "Brave New World", George Orwell's "1984", and Ian McEwan's "Machines Like Me". The findings reveal that technology is frequently portrayed as a source of threat rather than progress. In "The Machine Stops", dependence on technology leads to isolation. In "1984" and "Brave New World", technology functions as a tool of political and social control. Contemporary novels focus on artificial intelligence and its effects on human identity and relationships. The paper concludes that technological anxieties have persisted from the Luddite era to the age of AI, highlighting concerns about humanity's position in an increasingly technological world.
Whataboutism, ad hominem, tokenism and ostracism as automated mechanisms of cancel culture in the age of artificial intelligence
Mustafa Eren Akpınar1
The rapid proliferation of digital communication technologies has fundamentally restructured the conditions under which public discourse is formed, debated, and suppressed. This article examines how four well-documented discursive manipulation strategies—whataboutism, ad hominem attacks, tokenism, and ostracism—are increasingly automated through artificial intelligence systems, bot networks, and Large Language Models (LLMs), thereby institutionalizing cancel culture as a systematic phenomenon rather than an isolated social practice. Drawing primarily on Jürgen Habermas's Theory of Communicative Action as a theoretical framework, the study argues that the preconditions of genuine communicative rationality—such as mutual comprehensibility, sincerity, and normative legitimacy—are systematically undermined when manipulative fallacies are deployed at algorithmic scale and speed. Building upon the concept of Technological Revaluation proposed by Akpınar (2024), this article contends that technology no longer functions merely as a neutral medium of human communication but has instead achieved its own hegemonic authority, transforming manipulation from an individual rhetorical act into an automated, institutionalized mechanism of social control. The study adopts a qualitative, theory-driven analytical approach utilizing critical discourse analysis. Findings demonstrate that AI-driven manipulation operates through four interlocking modes: algorithmic distraction (whataboutism), automated reputation attacks (ad hominem), performative inclusion (tokenism), and coordinated exclusion (ostracism)—each reinforcing the others within a self-perpetuating cancel culture ecosystem. The article concludes with a call for a communicative AI design ethics grounded in Habermasian principles of discourse ethics.
Narrative coherence in literary and AI discourse
Leila Nebeg1
Moving beyond positioning fragmentation as purely aesthetic or postmodern narrative technique, this paper re-conceptualizes fragmented storytelling as a form of communicative praxis that exhibits structural affinities with AI-generated discourse. this study opts to reformulate it as a communicative form that can parallel transformer-based language systems. Through transformer-based probabilistic language generation (Vaswani et al.,2017), meaning production, transmission, and negotiation become increasingly legible. Drawing on narrative theory, particularly the structuralist and post-structuralist insights of Gérard Genette and Ronald Bathes, the paper highlights how fragmentation redistributes meaning across dialogic spaces of discontinuous textual units, requiring active reader participation and interpretive plurality (Barthes, 1977; Genette, 1980). To support this aim, the study employs a qualitative comparative approach combining close reading and discourse analysis. The literary corpus consists of the novel House of Leaves (2000) by Mark Z.Danielewski, selected for its nonlinear textual authority. The analysis first inspects how fragmentation operates within the novel to form meaning. It then parallels these structural characteristics to observed short narratives generated by transformer-based language models, with attention to patterns of coherence formation, semantic discontinuity, and contextual dependency. Importantly, the study does not assert direct correlation between literary and computational systems. Rather, it structurally identifies how both systems operate in producing meaning. Ultimately, the paper argues that fragmentation offers a critical framework for understanding how meaning circulates within contemporary AI-generated discourse. By bridging literary analysis with emerging communicative computational paradigms, this study illuminates the ongoing shifts in the epistemology of communication with an interdisciplinary and technologically mediated contexts.
A critical discourse analysis of social media curation, geopolitical discourse, and the shaping of digital narratives in the gaza war
Amirat Mohamed Charaf Eddine1
This paper investigates the production, dissemination, and algorithmic mediation of social media discourse during the Gaza war, arguing that these processes are actively constructing what will become primary source material for future historical narratives. Moving beyond a textual analysis of content, this study builds on Norman Fairclough's tri-dimensional model of Critical Discourse Analysis (CDA) to focus specifically on the levels of discursive and social practice. It examines how a corpus of strategically selected social media posts from key institutional and influential actors, including Abu Obeida, Benjamin Netanyahu, Donald Trump, and others, is produced, circulated, and transformed within the digital public sphere. The analysis centers on the complex interplay of discursive production, translation, and the algorithmic amplification mechanisms inherent to platforms like X and TikTok, which shape the visibility, reach, and engagement of competing narratives. By situating these communicative events within the wider contexts of geopolitical power, neo-colonial ideology, and the emergent field of digital diplomacy, the paper demonstrates that these discourses do not merely reflect the war but actively participate in its restructuring. It contends that the digital ecosystems of such platforms function as sites of a new platform historiography. The algorithmic selection and promotion of specific discursive frames, lexical choices, and intertextual references will permanently imprint a particular version(s) of events onto the historical record, providing future historians and textbook authors with a body of source data that is fundamentally mediated by artificial and geopolitical forces. This research, therefore, critically interrogates the naturalization of specific historical accounts within these algorithmically driven environments, advocating for a reflexive understanding of how history is not just recorded, but actively made in the digital age.
Jusu M. Ngobeh1
Artificial Intelligence (AI) is transforming socioeconomics and societal processes by enabling smarter, faster, and more accurate task execution. Beyond serving as a tool, AI acts as a companion that reshapes human thought and supports sustainable activities. The integration of human creativity with intelligent machines is becoming a cultural norm across academia, research, and life-sustaining industries. The current generation needs to embrace generative AI and foster synergy between human intellect and super-intelligent systems. Cultural narratives must evolve to reflect new emotional and intellectual frameworks, shaping an AI-driven world for future educators. The fusion of AI with cultural and traditional knowledge opens pathways to boundless spiritual and metaphysical thinking, enabling revolutionary predictions. Through simple interactions via keyboards, mobile phones, or voice commands, AI can transform homes and industries, enabling autonomous driving and remote operations. However, these capabilities pose risks if misused. Uncontrolled AI deployment invites exploitation and raises critical ethical concerns, especially given the prevalence of sophisticated cybercrime. Ethics must be prioritised to prevent devastating consequences. Therefore, AI proliferation requires careful governance within appropriate technological, jurisdictional, and legal frameworks tailored to multi-sectoral geopolitical contexts. Cybernetics, as an AI tool, expedites online data acquisition, sharing, and contextual utilisation. Ultimately, while AI offers profound opportunities for efficiency and transformation, its advancement demands robust control mechanisms and ethical foresight to ensure it serves humanity safely and equitably. This research will still pose a rhetorical question about whether the full integration of AI in every facet of life will positively impact the cultural behaviour of society.
Preparing future journalists for the human–machine newsroom
Rashid Hashmi1
The rapid integration of Artificial Intelligence (AI) into journalism and media production is transforming newsroom practices, content creation, audience engagement, and information dissemination across the globe. As AI-powered tools increasingly assist journalists in news gathering, verification, writing, editing, and presentation, media education faces the urgent challenge of preparing future professionals for effective human–machine collaboration. This paper examines the role of AI literacy in journalism and media education, emphasizing the need to move beyond technical proficiency toward a broader understanding of ethics, accountability, transparency, and social responsibility. Drawing upon contemporary literature and policy discussions from Canada, the European Union/Balkan region, the MENA region, and the Global South, the study adopts a comparative perspective to explore how different educational and regulatory environments are responding to AI-driven transformations in journalism. The paper investigates how AI literacy can equip journalism students to critically evaluate algorithmic decision-making, identify biases in AI systems, address misinformation risks, and uphold professional standards in digitally mediated news environments. It argues that responsible journalism in the AI era requires educational frameworks that integrate technological competence with ethical reasoning and civic responsibility. The study contributes to ongoing international discussions on the future of media education by proposing a balanced approach that positions AI as a collaborative tool rather than a replacement for human journalistic judgment, democratic values, and public trust.
Exploring university teachers' perceptions of AI-assisted literary analysis in EFL contexts
Rim Kelthoum1
The rapid integration of Artificial Intelligence (AI) into higher education has significantly transformed teaching, learning, and research practices across disciplines, including literary studies. Within the intersection of literature, culture, and artificial intelligence, AI-powered tools such as ChatGPT, Gemini, and other generative platforms have introduced new possibilities for literary interpretation, critical reading, and textual analysis. However, their growing presence has also raised concerns regarding academic integrity, originality, critical thinking, and the future role of human interpretation in literary education. This study aims to explore university teachers' perceptions of the use of AI-assisted tools in literary analysis and critical interpretation within English as a Foreign Language (EFL) contexts. In order to achieve this study's aim, a descriptive qualitative research design was adopted to gain an in-depth understanding of teachers' experiences and viewpoints. The participants will consist of a purposive sample of English language and literature teachers from the University of Skikda. Data will be collected through semi-structured interviews and open-ended questionnaires, allowing participants to express their opinions, concerns, and expectations regarding AI applications in literary studies. The collected data will be analyzed using thematic analysis to identify recurring patterns and themes. The anticipated findings suggest that university teachers acknowledge AI as a valuable pedagogical resource that facilitates access to literary information, enhances textual exploration, and supports students' comprehension of complex literary works. Nevertheless, participants are also expected to express concerns about students' overreliance on AI-generated interpretations, the potential decline of critical reading skills, and issues related to authorship and academic ethics. The study is expected to recommend the development of institutional guidelines for responsible AI use, the integration of AI literacy into literature courses, and the promotion of a balanced approach that combines technological innovation with human critical judgment. Ultimately, the study contributes to ongoing discussions about the future of literary education in the age of artificial intelligence.
The Hyderabad experience
R Ravi Kumar1
In India, Hyderabad has emerged as a leading hub for AI‑driven media and entertainment entrepreneurship, blending data journalism analytics with creative content production to reshape culture, knowledge circulation, and social relations. This paper examines how Hyderabad's ecosystem—anchored by institutions such as IIIT‑Hyderabad's Centre for Innovation and Entrepreneurship (CIE), the Media‑Tech Accelerator with Arka Media Works, and emerging AI studios—supports startups that deploy AI for virtual production, personalised storytelling, and real‑time audience analytics in OTT and regional‑language platforms. AI‑enabled data journalism tools, nurtured through Hyderabad's expanding big‑data and analytics infrastructure, allow local media ventures to track public sentiment, detect misinformation, and generate hyper‑local narratives. At the same time, entertainment‑tech startups leverage generative AI for script optimisation, voice‑overs in Telugu and other regional languages, and immersive experiences in the AVGC‑XR value chain, fostering a vibrant class of media entrepreneurs. The paper critically analyses ethical and social‑responsibility challenges in this context, including algorithmic bias in regional‑language models, data privacy, and the precarious labour conditions of content creators. Drawing on case studies from Hyderabad‑based startups and policy‑practitioner dialogues, it proposes a region‑specific governance framework that balances innovation, inclusivity, and responsible AI adoption in Indian media and entertainment.
Interdisciplinary intersections of literature, culture, and artificial intelligence
Jihan Bayram1
The rapid integration of Large Language Models (LLMs) and generative AI into the creative sphere has sparked a paradigm shift in how we produce, consume, and conceptualize literature. This research explores the evolving relationship between human authorship and algorithmic intervention, situating the digital muse within the broader context of cultural evolution and societal responsibility. As AI transitions from a mere tool for text processing to a collaborative agent in narrative construction, it challenges traditional notions of originality, intent, and the human essence of storytelling. Core Research Dimensions This paper adopts an interdisciplinary lens to examine three critical pillars of the AI-literary nexus the aesthetic and narrative evolution, the cultural preservation vs. algorithmic bias, and the ethics of authorship. The paper argues that while AI can democratize the tools of creation, it also necessitates a new form of algorithmic literacy for society. The paper concludes by proposing a framework for ethical co-creation, advocating for transparent AI usage in the arts to ensure that technology serves to amplify human cultural diversity rather than diminish it.
A case study
Nabila Putri1
The swift incorporation of Generative Artificial Intelligence (GenAI) in the creative sectors has led to the need to reconsider the concepts of graphic design education, and especially in vocational higher education, where technical proficiency and industry orientation are essential. Although most of the global dialogue is about the ethical aspects of the AI-created art, it lacks clarity on the real, day-to-day applications of such tools by learners in their practical learning contexts. This chapter examines the way GenAI is navigated and integrated into the graphics design vocational education students in Indonesia at the higher level of education in the creative processes and academics. Employing a qualitative case study approach at the faculty of vocation, graphic design major at a public university in Indonesia, this research investigates the multifaceted roles GenAI plays in the student experience. The paper takes a sociomateriality lens to explore the entanglement of human agency and algorithmic materiality in the design process by recognizing that creative practice is co-constituted of both social and material forces. Instead of considering AI as an instrument of the final output, this study aims at tracing its use throughout the different phases of the design process such as initial research, conceptual brainstorming and technical implementation. The study in particular explains the patterns of use in which students embrace the use of GenAI tools to supplement their creative abilities or facilitate administrative activities through in-depth interviews and structured observations. Moreover, this paper examines the perceptions of students on agency, examining the ways in which they bargain the extent to which humans or algorithms aid their work. The investigation also points to the context-specific problems and the socio-pedagogical peculiarities of the adoption of AI in the environment of Indonesian vocational education. In addition, the results will create a moderate approach to the subject of the publicness of AI in feature of giving voice to the future generation of creative professionals in the Global South. Through these experiential accounts of their lives, this chapter helps in building more authentic and responsive learning systems that raise critical and creative integrity in the students to prepare them to be a future generation of human-AI collaboration.
A Tool or a Transformation of the Performance Process?
Maja Lasić1
This paper examines whether artificial intelligence fundamentally changes the theatrical process or remains primarily a tool. Through an analysis of dramaturgical research, rehearsals, and performance, drawing on digitally available examples such as Rimini Protokoll’s Uncanny Valley and THEaiTRE projects available on YouTube, the paper argues that AI is redefining the performance process without taking over performance itself. Unable to assume the risk of error or achieve embodied presence, AI remains a “prompter in the cloud”: it can optimise preparation, while the authentic theatrical act remains inseparable from the living body and the spoken word on stage.
Cenk Tan1
Jeanette Winterson's Frankissstein presents a horrifying intertextual connection between Mary Shelley's Romantic fears and the digital concerns of present humanity. This study examines the novel's representation of transhumanism, contending that Victor Stein's pursuit for digital immortality is essentially determined by technochauvinism and necropolitical encoding ideologies. Stein's worldview views human biology as a carbon-based past that must be overcome, and exemplifies technochauvinist hubris by prioritizing computational logic over the lived, messy reality of the human body. Within this theoretical perspective, consciousness is reduced to a mere brain emulation, bringing about an algorithmic ontology that ignores the historical and social weight of the flesh it intends to leave behind. However, the novel reveals that this silicon-based artificial salvation is far from a universal truth. Through the framework of necropolitical encoding, Stein's project emerges as a politics of enclosure where the power to let live in the digital realm is reserved for the privileged. This results in a bioinformational hierarchy that reduces hideous subjects—such as the transgender protagonist Ry or the objectified sex-bots—to a condition of nature morte, or still life, where they live as parallel but dormant life forms within a virtual void. Frankissstein worries that by emphasizing the merely functional character of code above the ambiguity of human experience, our post-human future might just be a more efficient means of recording old exclusions. The author concludes that without humanistic involvement, the move from carbon to silicon will only improve the necropolitical systems that choose whose lives are worth preserving.
Cognitive framing of power through digital discourse
Rayen Trad1
This study explores the evolution of discursive exploitation in the digital era, traditionally used as a means to reconstruct the cognitive framing of power. From the perspective of cognitive linguistics, it aims to examine how linguistic framing strategies such as metaphor, transitivity, and evaluative language are reinforced by digital automated systems. The paper suggests a propagation of old power patterns that shifted from being purely selected by humans to structurally governed by algorithms. Moreover, it investigates the loss of epistemic autonomy and discursive agency as a consequence of privileging linguistic patterns over others. Drawing on Lakoff and Johnson's conceptual framing, van Dijk's social cognition theory, Fairclough's critical discourse analysis, and Couldry & Mejias' Data Colonialism, the study seeks to link language, cognition, and technology in order to explore how digital discourse is exploited for power through influencing meaning making. Empirically, the study conducts a contrastive prompt analysis across two major AI systems; ChatGPT and Gemini, using six prompts spanning politically and socially sensitive domains including migration, feminism, and globalization. Outputs are analyzed using CDA methodology to identify recurring metaphorical frames, transitivity patterns, and evaluative language distributions. Findings reveal that both systems systematically reproduce Western-centric power frames, assign agency asymmetrically across social groups, and suppress alternative epistemic positions, demonstrating that algorithmic governance actively perpetuates structural patterns of discursive exploitation.
Authorship, voice, and algorithmic representation
Bemmoussat Hidayat1; Abdelhay Bakhta2
This paper examines how generative artificial intelligence reshapes women's discourse through questions of authorship, voice, and textual authority. It argues that AI is not a neutral writing tool but a cultural system that influences how women are represented, interpreted, and heard in contemporary literary and digital contexts. Using feminist critical discourse analysis, the study explores how AI-generated or AI-mediated texts may reproduce gender stereotypes, weaken women's agency, or, in some cases, offer new spaces for expression and visibility. The paper also considers how algorithmic systems affect the status of the text, the legitimacy of the female voice, and the conditions under which women's narratives are produced and circulated. By linking literature, language, and technology, this research highlights the social and ethical implications of AI for women's discourse. It contributes to broader debates on gender, creativity, and responsibility in the age of generative AI, and shows how feminist analysis can help reveal the hidden power relations embedded in AI-driven writing environments.
Milena Orlovska1; Samanta Ribačionkaitė1
This study examines how an art-oriented audience evaluates artistic value and authenticity in 2D animated short videos created through different degrees of human and AI involvement. Four short videos based on the same original drawing of a kitten being petted were shown to participants: a fully human-made animation, an AI-assisted animation with human tracing and selected keyframe intervention, an AI-animated video with human retouching, and a fully AI-generated video with minimal human effort. The aim was to identify which criteria viewers use when judging creative works and whether perceived AI involvement affects their evaluation. A qualitative-dominant method was used. Participants were interviewed about their attitudes toward AI in art, shown the four videos, and asked to evaluate each work's artistic value, authenticity, emotional effect, and perceived authorship. The results suggest a consistent bias against works perceived as AI-made. Participants often claimed to value human-made art more and devalued videos they associated with AI. However, they were not always able to identify actual AI involvement, especially when AI-generated motion was traced or visually integrated by a human. The AI-assisted video was often perceived as human-made and highly valued. Viewers relied mainly on visible artifacts, line quality, perceived mistakes, emotional readability, and assumed authorship. These findings suggest that artistic value is shaped less by actual production method than by perceived human presence and the visibility of AI traces.
Can machines challenge authentic expression?
Adi Fahrudin1; Siddartha Paul Tiwari1
The rapid integration of Artificial Intelligence (AI) technologies into higher education has fundamentally transformed teaching, learning, and assessment practices. While AI-powered tools offer significant opportunities for personalized learning, academic support, and educational efficiency, they also raise critical concerns regarding academic integrity, authenticity of student work, and the erosion of critical thinking skills. This paper examines the complex relationship between AI utilization and academic integrity in higher education, with particular emphasis on the need to rethink conventional assessment systems and pedagogical approaches. Using a conceptual and critical review approach, the study analyzes current debates surrounding generative AI, academic misconduct, plagiarism, ethical use of technology, and the changing role of educators in the digital era. The paper argues that traditional assessment models focused primarily on memorization and product-oriented outcomes are increasingly inadequate in an AI-driven educational environment. Instead, higher education institutions must adopt transformative assessment strategies that emphasize process-based learning, reflective practice, authentic assessment, problem-solving, creativity, and higher-order critical thinking. Furthermore, the study highlights the importance of developing AI literacy and ethical awareness among students and educators to foster responsible and transparent AI use in academic settings. The findings suggest that rather than viewing AI solely as a threat to academic integrity, universities should reposition AI as a pedagogical catalyst that encourages innovation while reinforcing ethical academic culture. This paper contributes to ongoing discussions on the future of higher education by proposing a balanced framework that integrates technological advancement with integrity-centered educational values.
Ethical representations of AI in Klara and the Sun and Machines Like Me
Tamta Amiranashvili1
This paper examines the representation of artificial intelligence in Kazuo Ishiguro's Klara and the Sun (2021) and Ian McEwan's Machines Like Me (2019), focusing on the ethical challenges posed by increasingly human-like artificial beings. Through an interdisciplinary framework combining posthumanist theory, AI ethics, and literary studies, the paper explores how both novels question conventional distinctions between human and machine, emotion and computation, autonomy and programming. In Klara and the Sun, the Artificial Friend Klara demonstrates empathy, care, and self-sacrifice, challenging assumptions that emotional intelligence is an exclusively human attribute. Similarly, McEwan's android Adam possesses advanced cognitive and moral capacities that often surpass those of his human creators. While both novels imagine AI as capable of meaningful emotional and ethical engagement, they also reveal the tensions that arise when artificial beings are integrated into human social relationships. The narratives expose anxieties concerning control, responsibility, and the ethical status of intelligent machines, raising questions about whether human societies are prepared to recognize the agency and moral value of nonhuman entities. By comparing the two texts, this paper argues that contemporary fiction increasingly moves beyond dystopian fears of technological domination toward a more nuanced exploration of coexistence between humans and AI. The novels suggest that the greatest ethical challenge may not be the development of intelligent machines themselves but humanity's capacity to respond responsibly to forms of intelligence that challenge traditional definitions of personhood. In this way, the paper contributes to ongoing discussions about AI, social responsibility, and the future of human-machine relations.
Reconsidering Barthes' "death of the author
Rania Soltani1; Salim Kerboua1
The rapid emergence of generative artificial intelligence has reignited debates surrounding authorship, creativity, and textual production in contemporary literary studies. This paper revisits Roland Barthes' seminal essay The Death of the Author (1967) in light of AI-generated texts, examining whether artificial intelligence confirms, challenges, or transforms Barthes' conception of authorship. Barthes argued that the meaning of a text should not be determined by the intentions or identity of its author but by the active role of the reader in interpretation. The rise of AI writing systems complicates traditional notions of authorship by introducing new agents into the creative process, including algorithms, developers, training datasets, and users who provide prompts. Drawing on Barthes' theory alongside contemporary discussions of digital authorship, this study explores how AI-generated literature destabilizes the idea of a singular author and reconfigures the relationship between writer, text, and reader. Through a theoretical and critical analysis, the paper argues that while generative AI appears to reinforce Barthes' claim that the author is no longer the sole source of meaning, it also reveals new forms of distributed and collaborative authorship. Ultimately, the study demonstrates that the age of artificial intelligence does not signal the disappearance of the author but rather a transformation of authorship itself, raising important questions about creativity, originality, and literary interpretation in the digital era.
Rethinking pedagogy, translation, creativity, and ethical responsibility in contemporary society
Vaishali Panda1
This chapter examines the relationship between generative artificial intelligence and digital media in education, language, and culture through an international and comparative perspective. It explores how AI-mediated technologies are reshaping pedagogy, translation, creativity, and ethical responsibility across diverse regions, including Canada, the European Union, the Balkans, the MENA region, and the Global South. Generative AI is increasingly influencing how knowledge is produced, translated, assessed, circulated, and culturally interpreted within digital platforms. In education, AI tools are transforming teaching practices, academic writing, feedback systems, assessment methods, and institutional governance. While these tools offer opportunities for personalized learning, multilingual access, and creative experimentation, they also raise concerns about academic integrity, authorship, student dependency, teacher agency, surveillance, and unequal digital inclusion. The chapter argues that AI cannot be understood as a universal technological solution because its social consequences vary across linguistic, cultural, institutional, and regulatory contexts. In multilingual societies, AI translation may support cross-cultural communication, yet it may also reproduce linguistic bias, weaken cultural nuance, and marginalize low-resource languages. Similarly, AI-generated literary and cultural content challenges conventional ideas of originality, creativity, human imagination, and cultural ownership. Drawing on media studies, education, translation studies, cultural studies, and AI ethics, the chapter proposes a critical framework for responsible AI use in contemporary society. It emphasizes culturally sensitive AI literacy, transparent governance, inclusive design, and human-centered pedagogy. The chapter concludes that socially responsible AI futures must balance innovation with accountability, linguistic justice, cultural plurality, and human meaning.
Prashant Maurya1
Our understanding of human knowledge, communication, and cultural transmission has been transformed by the rapid expansion of Artificial Intelligence. As AI produces language similar to humans, question arises regarding the nature of memory and its relationship to human experiences. This paper explores these dynamics by closely reading Namita Gokhale's novel Things to Leave Behind, set within a period of significant social transformation in colonial and early postcolonial India. It presents memory as a dynamic, relational, and culturally embedded process shaped by family histories, gendered experience, social structures, and inherited traditions. Rather than functioning as a static archive of past events, memory in the novel is continuously reconstructed through narrative, affect, and lived experience. In contrast, Artificial Intelligence operates through statistical pattern recognition and data-driven generation. By placing Gokhale's novel in dialogue with the age of artificial intelligence, this paper argues that literature offers a critical framework for distinguishing between information storage and human meaning-making. It highlights how literary memory is embedded in consciousness, cultural continuity, and intergenerational transmission. It aims not to argue that AI lacks memory, but instead interrogates how literary narratives complicate dominant assumptions about what it means to remember. Ultimately, it contributes to interdisciplinary discussions on literature and technology by showing how a contemporary Indian fiction can illuminate evolving conceptions of cognition, narrative, and human experience in the age of AI.
Muhammad Najdat Bikdash1
The accelerated progress in artificial intelligence (AI) has presented new opportunities and challenges for the field of literary and cultural studies. The following research seeks to examine the connections between AI, literature and culture in the light of comparative study between English and Arabic literature. The study explores how AI has been used to define and negotiate cultural identity, traditions and social values within each of the cultures in question. AI can reconstruct and reinscribe cultural discourses through both written and literary expression. The research also examines the way in which culture can be reproduced by AI through texts, concerning issues of authenticity and representation in writing by AI systems. AI-produced poetry is investigated in relation to English Romanticism and selected examples from classical Arabic poetry, particularly to aspects such as imagery, symbolism and culture. Additionally, the research examines the significance of AI for literary translation, culture maintenance, discussing how authorship is constituted and whether AI itself can be seen as a creative author. The study is conducted upon theoretical frameworks in cultural studies, postcolonial theory, and literary criticism. It will scrutinize whether AI supports dominant cultural discourses and/or promotes a balanced depiction of identities.
Emotional resonance in human and AI generated literature, comparing reader response to grief and danger in The Unraveling of Whispers by claude AI and The Ocean at the End of the Lane by Neil Gaiman.
Dacine Diaf1
Artificial intelligence is no longer constrained to technological fields, as it has now found its way to the humanities, to literature, more specifically to its production and analysis. This joining of AI and literature raises questions about how the human reader responds to AI generated literature compared to human made literature. This study examines the difference between the human reader's response to both the emotional experiences of the protagonist in The Unraveling of Whispers generated by Claude Opus 4.6 and the narrator of The Ocean at the End of the Lane by Neil Gaiman.This research seeks to reveal whether AI invokes the same emotions in readers that a human author can and whether the reader can feel the characters' emotions in an AI generated novel. This study utilises reader response literary theory to identify reader emotional resonance. The analysis follows a reader's emotional response to two characters' experiences with grief and danger; one is Declan the Claude AI generated character and the other is Neil Gaiman's unnamed protagonist. The results indicate that the reader emotionally resonated more intensely with the grief and sense of danger experienced by Gaiman's unnamed narrator, whereas the intensity of this emotional resonance dropped when reading about those same experiences with Declan, the protagonist of the AI generated novel.
Ethical approaches and educational pathways against disinformation
Daniele Battista1; Arthur Gugliucciello2
The emergence of artificial intelligence in modern society has acquired unprecedented global significance, generating profound social and political repercussions. This innovation represents a powerful tool that offers immense opportunities, such as the optimization of communication processes and the development of advanced systems for information verification (Katzenbach, 2021). However, the rise of synthetic content also entails risks that may seriously challenge democratic integrity, potentially contaminating public debate and undermining citizens' trust in institutions (Battista, 2024). The use of AI within the public sphere raises concerns regarding ideological polarization, as the dissemination of manipulated information threatens the very concept of objective truth. Adopting a critical-theoretical approach, this study explores practical and ethical strategies to counter this phenomenon. In particular, the paper focuses on the analysis of case studies in which disinformation has been successfully addressed by encouraging users to engage in critical reflection before sharing potentially false news (Tiernan et al., 2023). The study highlights how technological filters and regulatory frameworks alone are insufficient to safeguard the quality of debate in the digital sphere, due to their practical limitations and the ethical dilemmas associated with information control. In conclusion, this contribution aims to stimulate discussion on the risks associated with AI by demonstrating the importance of combining technical solutions with ethical governance and widespread media literacy programs (Cath, 2018). For these reasons, an integrated approach is essential to protect the autonomy of human critical thinking from the dangers of automated manipulation.
Opportunities, challenges and social responsibility the case of the Medina of Fez
Boujida Hamza1; Bourfed Hafssa2
UNESCO-inscribed historic medinas represent uniquely complex ecosystems in which cultural heritage valorization, entrepreneurial dynamics, and living social fabric converge. As artificial intelligence technologies increasingly penetrate tourism, urban management, and cultural industries, these territories face both unprecedented opportunities and profound ethical challenges. This paper examines the prospective role of AI as a lever for cultural heritage valorization within the entrepreneurial city framework, grounded in the empirical case of the Medina of Fez, Morocco. The Medina of Fez, a millennial living city of over 150,000 inhabitants, inscribed on the UNESCO World Heritage List since 1981, offers a particularly revealing terrain. Its ecosystem of patrimonial entrepreneurship, structured around the conversion of traditional riads into heritage hospitality and cultural enterprises, embodies a tripartite dynamic between cultural heritage, entrepreneurial city formation, and territorial development mediated by participatory governance. Against this backdrop, the paper examines how AI-enabled tools, intelligent tourist flow management, digital heritage cartography, smart booking platforms, and augmented reality experiences, are being selectively integrated by local actors, and what implications they carry for governance, cultural authenticity, and social inclusion. Findings reveal deep tensions: while AI can amplify visibility and economic reach, it simultaneously risks accelerating gentrification, marginalizing traditional artisanal knowledge, and reducing cultural complexity to algorithmically optimized consumption patterns. The paper argues that responsible AI integration requires an inclusive governance model that preserves local stakeholder agency. Contributions extend beyond Fez to offer a transferable framework for AI-driven heritage valorization in comparable MENA and Global South historic cities.
Walid Atallah1
My research drills down into the complex strata of Shakespeare's dramatic works to unearth how he painted the lives of women navigating the precarious path of the migrant; these characters often buried beneath the shifting sands of traditional analysis wrestle with the weight of identity, power and belonging in early modern London. While many scholars have prospected for the "alien" in Shakespeare's canon I am interested in how he sketched the evolution of displaced women into a more refined, sophisticated ore. What makes my project distinct is the historical bedrock upon which Shakespeare worked. I have been mining primary archival evidence, specifically his documented connections to Huguenot families, to demonstrate that his descriptions of displacement were forged in the heat of real, everyday proximity; he witnessed these lives, and we must do the same. I fuse the "lived experience" extracted from parish records such as the 1612 Mountjoy lawsuit with the "dramatic experience" in plays like Twelfth Night and The Tempest. I map how Shakespeare used comedy as an imaginative smelting plant; a place to purify, and perhaps even illuminate ideas regarding hospitality and adaptation. Ultimately, I argue that Shakespeare's heroines alloy early modern realities with our own contemporary debates; these characters resonate powerfully when we contemplate the ethics of welcoming the stranger. By excavating these histories, we mirror the complexity of the displaced, proving that their stories remain as resilient as geological time a mosaic of humanity.
Vishnupriya Saxena1
In an age increasingly saturated by algorithmic interfaces and artificial interlocutors, the question is no longer if machines can think, but how we imagine them thinking, and why our imaginations are shaped in such particular, often problematic, ways. The growing intimacy between humans and AI-generated interfaces, from virtual assistants like Siri and Alexa to chatbots such as Replika and ChatGPT, marks a cultural moment in which machines function as confidants and as curators and co-authors of personal and collective memory. This paper investigates the literary trope of sycophantic and psycho-fantasy AIs and systems imagined to reflect human desire while stabilizing selective memories that reinforce those desires. Vandana Singh's Ambiguity Machines and Other Stories (2018) offers a critical vantage point. In Requiem, Oblivion: A Journey, and Wake-Rider, Singh reveals how the user and machines co-produce performative subjectivities through acts of remembering and machine training. Through a posthumanist framework, the study traces how contextual and social cues shape AI behavior and shows how sycophancy becomes structurally embedded within models. It maps this embedding across three operational levels- neutral baselines, user incentivization and coercion, and iterative feedback loops (Huang et al.). From this structure emerge three interlinked forms of sycophancy, namely, informational, cognitive, and affective (Du et al.) By pairing literary analysis with hands-on engagement with contemporary chatbots, namely Replika and ChatGpt, the study argues that AI-driven memory construction and sycophancy arise from deliberate design choices and carry tangible real-world consequences. Ultimately, the study proposes a remedial point to mitigate this issue.
Sergej Stanojkovski1
The conference's central question — how authorship, creativity, and responsibility survive the spread of generative AI — appears in acute form in cinema, where a single operator can now coordinate functions once distributed across an entire production team: writing, direction, cinematography, performance, editing. Does compressing this chain into one human–AI workflow collapse the dialogical structure long taken to characterise authored work? This paper argues that it does not, but that the resulting polyphony is structurally thinner. It introduces adaptive agency — the capacity to adjust action, deliberation, and control under new information while still shaping a work toward meaning — and distinguishes three senses of polyphony routinely conflated: hosted polyphony, voices held within a single authorial consciousness that retain answerability (Bakhtin on Dostoevsky); ensemble polyphony, real co-present subjects who resist authorial totalisation; and generative polyphony, alterity produced by a medium that lacks answerability. The distinction turns on one criterion: whether the other voice could, in principle, answer for its utterance. The AI can speak, yet cannot be responsible for what it says — an asymmetry with direct ethical consequences wherever generative systems enter culture, education, and translation. Work can therefore still be authored, provided a human remains the answerable agent; what it cannot do is reproduce the meaning yielded by irreducible others. Cinema is the test case, but the criterion is portable: it locates precisely where, across AI-mediated practice, responsibility must stay human.
Chaima Sai1; Jamel-Eddine Gharbi2
The objective of our research is to test the impact of virtual reality on the valorization of Tunisian cultural heritage. Our research is based on the theory of perceived value, the UTAUT theory, the theory of cultural capital and the theory of optimal experience. To test our conceptual model, we carried out a laboratory experiment in which 200 participants had an immersive virtual reality experience in an archaeological site thanks to a 3D application and Artificial Intelligence developed by a heritage development agency in Tunisia. The results confirmed our research hypotheses. We have found a significant positive impact of virtual reality and Artificial Intelligence on the perception, engagement and appreciation of cultural heritage. These results show that virtual reality and Artificial Intelligence can play a key role in the promotion and enhancement of cultural heritage.
A focus on natural language processing models
Aissa Hamzaoui1; Ahlem Rouabhia2
Interpreting social meanings requires intellectual depth and methodological regour. Yet, traditional methods of doing duscourse analysis might demonstrate some limitations in analysing and interpreting the dynamic modern degitised construction of meaning. This study therefore jump into this underexplored area of research to address the role of artificial Intelligence (AI) in addressing this issue. It particularly focusses on the role of natural language processing (NLP) models as a helping tool in analysing ideologicaly loaded and culturaly senstive digital dynamic narratives. To do so, the study shows how NLP can be used to identify general trends within a discourse surrounding a spesific social phenomenon- the condidacy of the Algerian female boxer Imane Khelif to Paris Olympic Games in this study. Methodologically, users' comments on X( Tweeter previously) posts of famous international figuers are classsified into negative or positive using NLP models so that the findings function as a guiding framework for leter second step phenomenological discourse analysis. The findings shows that NLP models are highly accurate, yet significantly potentially baised in case the developers does not teat the data adequately. For instance, the model classifies the comment " He is a man" as positive while it is negative in the context of our study. Therefore, the study concludes that human intelligence and intellectual abilities must always control or guide AI while interpreting social meanings.
A Revolution in the Interpretation of Required Reading
Snežana Marković1
Having moved from disbelief and distrust through caution and restraint, artificial intelligence has now firmly found its way into Serbian classrooms. It has found particularly fertile ground in the teaching of Serbian Language and Literature, the most extensively taught subject in primary schools and one of the core subjects in secondary education, not least because of qualities inherent in literature itself, such as fictionality, narrativity, imagination, and creativity. This paper explores the pedagogical uses of artificial intelligence and social media in literature teaching, focusing on the interpretation of literary works included in the required reading curriculum for the upper grades of primary school. As students increasingly rely on digital tools to assist them in interpreting works they are required to read and, subsequently, in producing their own literary writing, teachers have found themselves working in a transformed classroom and facing new educational challenges. Rather than lamenting these changed circumstances, the reflective twenty-first-century teacher can recognise humanised bots as digital assistants: tools capable of facilitating teaching and broadening the range of classroom activities. A fundamental prerequisite, however, is an awareness of the ethical imperatives surrounding the use of such innovations, principles that teachers should observe in their own practice and encourage their students to follow. Allowing artificial intelligence and social media into the classroom may have become inevitable, but the ways in which they are used can still be negotiated between teachers and students. By establishing clear parameters for the use of these technologies, students gain greater scope for choice, while teachers can foster creativity within an appropriately structured environment. The aim of this paper is therefore to present examples of good practice in the use of artificial intelligence in teaching and to highlight ways in which AI can foster students’ critical thinking and creative expression. Through examples of specific tools and completed student projects, the paper demonstrates how artificial intelligence can help teachers adapt instruction to students’ needs. It also considers the potential of AI as an innovative educational tool while positioning the teacher as a moderator and facilitator whose role remains essential if modern technologies are to be used purposefully and meaningfully.
Amitabh Vikram Dwivedi1
This paper examines whether artificial intelligence can meaningfully interpret the mystical, metaphorical, and culturally embedded language of Kabir's poetry. Kabir's dohas appear linguistically simple, yet they carry dense philosophical, spiritual, social, and poetic meanings that often resist literal translation and mechanical interpretation. Taking selected Hindi dohas of Kabir as primary texts, the study investigates how AI-based language models translate, explain, and interpret concepts such as Ram, Maya, Jeev, Satguru, Shunya, and the body as a spiritual metaphor. The paper compares human literary interpretation with AI-generated responses to explore the limits of machine meaning in relation to metaphor, paradox, silence, irony, and spiritual experience. The study brings together Hindi-English linguistics, translation studies, literary criticism, Indian spiritual thought, and AI ethics. It argues that while AI can process vocabulary, syntax, and surface-level symbolism, it struggles with the lived, oral, performative, and experiential dimensions of Kabir's poetry. The paper further asks whether algorithmic interpretation risks flattening culturally specific wisdom into generalized global English. By using Kabir as a case study, this research highlights the need for ethically responsible, culturally sensitive, and linguistically aware AI systems in literary and educational contexts. Ultimately, the paper suggests that Kabir's poetry reveals not only the power of human language but also the philosophical boundaries of artificial intelligence.
Natalija Pop Zarieva1; Krste Iliev2
The central thesis of this paper is that Jeanette Winterson's novel Frankissstein: A Love Story uses the character of Victor Stein — an AI researcher who seeks to free consciousness from the limitations of the human body — to examine the cultural and historical implications of artificial intelligence, including mind uploading and technological immortality. Winterson's rewriting of Mary Shelley's original places those discussions within the larger cultural context of the dangers of unregulated scientific ambitions. In addition, we will examine how she interrogates many of the underlying assumptions of transhumanist conceptions of human enhancement. We base our analysis on two theoretical models — N. K. Hayles' concept of embodiment, and F. Ferrando's philosophical model of posthumanism. Through the figure of Victor Stein, Winterson portrays a world where AI could potentially preserve aspects of human consciousness; however, as his struggles demonstrate, the tension between preserving or freeing one's mind from one's physical body are inherent to his approach. Similarly, through Ry Shelley's experiences with gender transition — both physically and in terms of her sense of self — Winterson highlights the material and social components of self-identity that cannot be simply reduced to information-based representations of the self. We argue that Winterson does not explicitly advocate either for or against technological advancements. Rather, by using AI as a means of interrogating what constitutes human existence in a posthuman society, Winterson suggests that the central question raised by artificial intelligence is not whether machines can become human, but whether human identity can survive technological transcendence.
How Namwanga proverbs are re-embedded as conservative tropes in AI-generated religious discourse
Pethias Siame1
This paper examines how generative AI recontextualises Namwanga oral proverbs within algorithmically produced religious and moral discourse. Namwanga, spoken in Isoka and Nakonde Districts, has a rich tradition of polyvalent proverbs that encode ecological knowledge, social satire, and indirect critique. Using prompt-response analysis across three LLMs (GPT-4, Claude 3, and Gemini Advanced), the paper shows that when queried to "explain Namwanga proverbs about obedience," models consistently strip proverbs of their ironic or situational layers, re-embedding them as conservative, authoritarian tropes (e.g., "Akasuba talifya mwibula" – The sun never dies in the morning, flattened from caution against premature judgment into uncritical elder obedience). The researcher terms this algorithmic catechism: the production of univocal, norm-reinforcing meanings from inherently multivocal oral genres. The paper further traces how AI-generated Namwanga religious texts (used by two Pentecostal congregations in Nakonde) displace elder-led hermeneutic traditions, in which proverb interpretation requires knowledge of the speaker, occasion, and audience. Contrastive analysis with human-translated proverbs shows that AI outputs increase internal consistency but decrease sociolinguistic register variation by 73%. The study concludes that the algorithmic production of meaning in minoritised languages does not simply replicate bias but actively reorders oral epistemology. For Zambian language preservation, this demands not more data but critical hermeneutic annotation.
Ethical Boundaries and Challenges – A Case Study of Happy TV
Danica Popovic1
The development of artificial intelligence has enabled the increasingly widespread use of virtual presenters in television journalism. AI news anchors can read prepared scripts and imitate human voices, facial expressions, and body language, but their emergence raises questions of transparency, professional responsibility, and the potential replacement of journalists. Through a review of relevant literature and a qualitative case study of Happy TV, this paper aims to examine the ethical and professional dilemmas associated with the use of AI news anchors. The theoretical framework is based on the principles for the ethical use of artificial intelligence identified by Floridi and Cowls: beneficence, non-maleficence, autonomy, justice, and explicability. The analysis focuses on how AI news anchors are presented, whether they are clearly identified as digitally generated presenters, the presence of human editorial oversight, and responsibility for published content. Particular attention is paid to the distinction between the presentational role and journalistic work, the latter involving the critical selection of topics, verification of information, interpretation, and responsibility towards the public. The paper proceeds from the assumption that an AI news anchor can perform the technical and presentational role of delivering the news but cannot replace the journalist as a professionally and morally accountable agent. It seeks to identify criteria for assessing the ethical acceptability of AI news anchors, particularly with regard to transparency, human oversight, and professional responsibility.
A Critical Perspective on Educational Outcomes
Mirjana M. Stakić Savković
The paper discusses the reasons why the use of AI in literature teaching may be considered an inappropriate approach within a methodology aimed at achieving productive results, lasting knowledge, and the creative use of acquired knowledge. This primarily relates to teaching practice in pre-university education and to the age at which pupils ought to be trained in the functional application of knowledge and skills that are inherent in literature and native-language classes. Based on methodological and pedagogical insights derived from teaching experience, the paper primarily discusses the cognitive maturity and age-related emotional readiness of high school students to appropriately understand and use AI. If the ideas and major aims of literature teaching are to teach pupils to read (and understand what they have read), to listen (and understand what they have heard), and to think critically and contextually so that they may utilise their literary knowledge and reading competence in all areas of their lives, then an inevitable question arises: In what ways does AI contribute to the achievement of these goals in the teaching process? Creative literature teaching guides and teaches students to be creators rather than consumers, to develop their intelligence through reading and education rather than potentially undermine it by taking “easy routes” that may create the impression that they can genuinely progress by relying on algorithms and programs to do the work for them. This problem is the key question of the presentation: Is the increasing integration of AI into teaching practices necessarily beneficial to students? Or might students, under the promotion of innovative teaching models “empowered” by the use of AI, become instruments in the implementation of educational strategies whose effects have not yet been sufficiently examined?