Decoding and Disrupting AI in Higher Education: Rethinking the Challenges for Pedagogy, Learning, and Academic Integrity
Abstract[edit | edit source]
The rapid integration of artificial intelligence (AI) into higher education is transforming how teaching, learning, and assessment are designed and experienced. Tools like generative AI models now perform tasks traditionally associated with student learning—such as writing essays or solving complex problems—raising urgent questions about academic integrity, student engagement, and pedagogical practice. This paper applies the Decoding and Disrupting the Disciplines (DDD) framework to examine how AI is disrupting foundational aspects of learning, particularly in the stages where instructors identify cognitive barriers, model expert thinking, and assess understanding. Focusing specifically on the first five steps of the framework, the study argues that these areas are where AI is currently exerting the greatest and most immediate impact. While the later stages of Decoding involve institutional change and knowledge dissemination, this paper concentrates on classroom-level interventions where educators are already adapting their approaches in response to AI's presence. Drawing on recent literature, the analysis highlights how uncritical use of AI may reduce productive cognitive struggle, obscure gaps in student understanding, and challenge the authenticity of learning outcomes. At the same time, it emphasizes that, when used thoughtfully, AI can support more inclusive and personalized learning environments. The paper calls for pedagogical strategies that harness AI's potential without compromising core academic values. In doing so, it offers a timely response to the ethical and educational dilemmas facing institutions as they navigate this new technological landscape.
Bibliographic data[edit | edit source]
Abrahamson, E. (2025). Decoding and disrupting AI in higher education: Rethinking the challenges for pedagogy, learning, and academic integrity. Transformative Dialogues: Teaching and Learning Journal, 18(3), 116-123.