An epistemological account of human-GAI engagement lays a foundation for alternative approaches to teaching, assessment, professional development and AI governance¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Understanding human-GAI engagement through epistemological beliefs lays the foundation for alternative approaches to teaching and assessment, student interactions, professional development, and AI governance and policy. → Strydom 2026

Evidence¶

Strydom 2026¶

Strydom, S. (2026). Framing human-AI dynamics: An epistemological perspective on generative AI practices. Journal of Applied Learning and Teaching, 9(2). https://doi.org/10.37074/jalt.2026.9.2.11

q1 · i? · theoretical · r2

The article's concluding argument, offered without empirical data: the epistemological account "lays the foundation for alternative approaches to teaching and assessment, student interactions, professional development, and AI governance and policy". The author simultaneously flags the framework as needing validation.

"I conclude by arguing that this understanding of human-GAI engagement, as explained through epistemological beliefs, lays the foundation for alternative approaches to teaching and assessment, student interactions, professional development, and AI governance and policy, while noting that the framework remains an exploratory heuristic requiring empirical validation."

Discussion¶

Related Claims¶

• Epistemological belief dimensions offer an understanding of human-GAI engagement — related
• Human-GAI paradigms are enacted patterns of engagement rather than fixed individual traits — related
• Teachers raise big-picture concerns about GenAI including surveillance, over-reliance, reduced teacher collaboration, job replacement, and training needs — related
• Faculty members and students anticipate AI will transform education and professions, sharing concerns that excessive dependence could weaken cognitive skills — related
• Academic integrity, professional development, and equity concerns about AI span all surveyed units, though interpreted differently — related
• Cognitive partnerships with AI enable students to engage in theoretical and empirical reflection that the authors characterize as genuinely novel epistemic practices — a narrower finding that bears on this claim
• Over-reliance on GAI risks weakening teaching and social presence and depriving students of foundational skill development — related
• Easy access to AI-generated answers may reduce learners' motivation to engage deeply with material — related