Educational Responsibility in the Age of Generative AI

Abstract

Generative artificial intelligence has rapidly become a practical condition of higher education. Its significance lies in the academic work it increasingly mediates—how ideas are drafted and expressed, how learning experiences are designed, and how feedback is produced and interpreted. The papers in this issue share a common orientation: they treat generative AI not as an end in itself, but as a pedagogical development that must be made accountable through clearer quality criteria, stronger forms of AI literacy, and deliberate instructional design.

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