Practitioner governance activity in Australian Group of Eight institutions outpaces what the published GenAI literature has documented, while Indonesian participants report less formal scaffolding¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Interview analysis found strongest convergence with the literature on teaching role reconfiguration and capability development, and sharpest divergence in governance, where institutional policy activity exceeds scholarly documentation. → Alvedi Sabani 2026

Evidence¶

Alvedi Sabani 2026¶

Alvedi Sabani, Mohamed H. Farah, Putra Endi Catyanadika, Dian Retno Sari Dewi, Vineet Tawani. (2026). Rewriting the curriculum: A systematic review of generative AI-driven pedagogical change and emerging systems of learning in higher education. Computers and Education: Artificial Intelligence 11 (2026) 100667. https://doi.org/10.1016/j.caeai.2026.100667

q2 · i? · qualitative · r2

Reflexive thematic analysis of ten semi-structured interviews with academic staff across five institutions in Australia and Indonesia. The authors report that "Divergence is most pronounced in governance", interpreting practitioner activity as outpacing scholarly synthesis; Indonesian participants reported less formal scaffolding such as no practical AI training.

"Divergence is most pronounced in governance, where the policy frameworks, training modules, and faculty-level structures already operative in several Australian Group of Eight institutions represent a level of institutional sophistication that the published literature has not yet documented or theorised."

Discussion¶

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