Background and Rationale

Generative AI fundamentally challenges higher education by automating, augmenting, or replacing higher-order thinking processes. This shift necessitates a critical re-examination of the thinking skills required for effective human-AI interaction, particularly in academic writing contexts where these skills are traditionally developed. Overall Objective: To reconceptualize writing pedagogy in higher education by investigating the evolving relationship between writing and thinking in the context of generative AI.

Specific Aims

1. Identify essential cognitive and reflective skills for navigating automated intellectual processes;
2. collect and reflect promising new theoretical approaches to thinking in the current research literature on generative AI
3. Develop pedagogical frameworks that foster epistemic development in AI-integrated learning environments.

Methods

The workshop will employ interdisciplinary perspectives from psychology, writing studies, computer science, and education to analyse current AI usage trends in academic writing. Through literature reviews, presentation of ongoing research, and collaborative discussions, participants will examine theoretical models of intellectual development and analyse case studies of AI integration in educational settings.

Expected Results and Impact

The workshop will produce a comprehensive report with pedagogical recommendations, establish a foundation for future cross-disciplinary research collaborations, and develop actionable frameworks for educators to integrate AI literacy into curricula while safeguarding intellectual development.