Use epistemological paradigms to inform alternative teaching, assessment, professional development and AI governance approaches¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The article recommends using its epistemological account of human-GAI engagement to design "alternative approaches to teaching and assessment, student interactions, professional development, and AI governance and policy". Because paradigms are enacted patterns shaped by disciplinary, socio-technical and institutional contexts, educators and institutions would first characterise the epistemological positioning of a context, then align teaching, assessment and governance practices with it.

Design Implications¶

Context¶

Requirements¶

• Requires characterising human-GAI engagement through the five epistemological dimensions before designing teaching, assessment or policy responses

Constraints¶

• The author notes the underlying framework "remains an exploratory heuristic requiring empirical validation"

Target Learners¶

• higher education students

Target Learning Goals¶

• AI-integrated learning, assessment design, and institutional AI governance

Affordances¶

• Seven Human Gai Epistemological Paradigms

Claims¶

• An epistemological account of human-GAI engagement lays a foundation for alternative approaches to teaching, assessment, professional development and AI governance [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• 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