Under GenAI power dynamics, many instructors updated teaching practices to retain authority and promote student accountability¶

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

Subclaims¶

q2 i? In response to power dynamics around Generative AI, many college instructors updated their teaching practices to retain their authority in class and promote student accountability for their own learning. → Yanhong Zuo 2026

Evidence¶

Yanhong Zuo 2026¶

Yanhong Zuo, Xiatinghan Xu, Leigh Ann Dunning. (2026). “Will AI steal my glory?”: Power relations perceived by college instructors when grappling with Generative AI. Journal of Applied Learning and Teaching, 9(1), 31-50. https://doi.org/10.37074/jalt.2026.9.1.8

q2 · i? · qualitative · r?

The instrumental case study reports instructors' practice changes under GenAI power dynamics. The abstract states that "many instructors have updated their teaching practices" with the dual goals of retaining classroom authority and promoting student accountability for their own learning. This is a qualitative finding with no printed effect size.

"In response to these power dynamics, many instructors have updated their teaching practices to make sure that they still retain their authority in class and promote student accountability for their own learning."

Discussion¶

Related Claims¶

• College instructors perceive Generative AI through power relations with four distinct centers — a broader claim this one bears on
• A scaffolded participatory exercise in which students wrote rules governing the instructor's own AI use produced an accountability framework the instructor found more usable than institutional guidance — related
• AI-assisted ideation was conditionally acceptable when researchers retained decision-making authority, but problematic when it displaced conceptual labour — related
• AI integration in academic settings has outpaced regulatory frameworks, leaving ethical practices, assessment, and institutional responses inconsistent — related
• Academic integrity, professional development, and equity concerns about AI span all surveyed units, though interpreted differently — related
• Practitioner governance activity in Australian Group of Eight institutions outpaces what the published GenAI literature has documented, while Indonesian participants report less formal scaffolding — related