The higher education teacher of tomorrow: Architect of knowledge in the age of generative AI
Chalus-Sauvannet,
The higher education teacher of tomorrow: Architect of knowledge in the age of generative AI - 2025.
31
Since the public release of ChatGPT in 2022, generative artificial intelligence (GenAI) has been profoundly transforming higher education in management. Based on a qualitative study conducted with faculty members, this article analyzes emerging pedagogical uses of GenAI: course design, instructional delivery, and student assessment. GenAI supports the individualization of learning, the development of interactive materials, and the evolution of curriculum frameworks. However, these opportunities also come with significant challenges: superficial learning, dependence on the tool, content uniformity, and ethical and data security risks. The article advocates for a reflective and critical approach to GenAI usage. It emphasizes that while GenAI cannot replace the human dimension of teaching, it can serve as a powerful lever to reinvent pedagogical practices—provided its use is collectively framed. In this context, the teacher is called upon to become an “architect of knowledge” within a rapidly evolving technological environment.
The higher education teacher of tomorrow: Architect of knowledge in the age of generative AI - 2025.
31
Since the public release of ChatGPT in 2022, generative artificial intelligence (GenAI) has been profoundly transforming higher education in management. Based on a qualitative study conducted with faculty members, this article analyzes emerging pedagogical uses of GenAI: course design, instructional delivery, and student assessment. GenAI supports the individualization of learning, the development of interactive materials, and the evolution of curriculum frameworks. However, these opportunities also come with significant challenges: superficial learning, dependence on the tool, content uniformity, and ethical and data security risks. The article advocates for a reflective and critical approach to GenAI usage. It emphasizes that while GenAI cannot replace the human dimension of teaching, it can serve as a powerful lever to reinvent pedagogical practices—provided its use is collectively framed. In this context, the teacher is called upon to become an “architect of knowledge” within a rapidly evolving technological environment.
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