Create dialogic spaces where students and educators negotiate GenAI dilemmas together¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends institutional responses built on "the deliberate creation of dialogic spaces in which students and educators explore dilemmas together, articulate values, and rehearse ethical judgement." A seamful approach makes educational tensions and contradictions visible by design, inviting educators and students to learn together rather than resolving disagreements. Such spaces hold diverse perspectives "in productive tension, allowing ideas to clash, recombine, and evolve without necessarily resolving them."

Design Implications¶

Context¶

Requirements¶

• Cultures of openness, honesty, and vulnerability, coupled with educational guidance
• Accepting the discomfort of not knowing where conversations will lead

Constraints¶

• Massification, intensified workloads and limited time are constitutive conditions that shape what dialogue can be and where it can occur

Target Learners¶

• higher education students
• educators

Target Learning Goals¶

• ethical and context-sensitive judgement about GenAI use
• capacity to make responsible decisions beyond the immediate presence of educators

Affordances¶

• Entangled Pedagogy Genai Student Lens

Related Strategies¶

• Foster communities of practice for AI governance instead of rigid top-down policies
• Embed GenAI literacy and ethical use directly in nursing curricula rather than prohibiting it

Examples¶

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Key Sources¶

• Fawns, T., Bearman, M., Corbin, T., Henderson, M., McLean, J., Matthews, K. E., Oberg, G., Liang, Y., & Walton, J. (2026). Illuminating complex student realities of artificial intelligence through an entangled pedagogy framework. Higher Education. https://doi.org/10.1007/s10734-026-01730-1