Recovering teaching effectiveness in the GenAI era through case study

Abstract Generative artificial intelligence (GenAI) hit the academic world by boosting academic knowledge production and reproduction. In publishing, it challenges the publishing game, on which its meritocratic system is based, which resulted in some institutions banning it. In education, it is taking the effectiveness of traditional teaching methodologies. Although related to each other, education requires a different approach. Hence, while authorship is a major issue in publishing and assessment, it must not be the sole factor to impose restrictions on every institutional affair. Concerning education, the teacher and the institution must address its specific impacts caused by GenAI, namely: the imbalance between teaching and learning, the hampering to the development of fundamental abilities, and the degradation of mental health. In this regard, there are four useful initiatives to be used in course activities: adjust the methodology to address the immediate imbalance; use GenAI as a teaching tool; set GenAI proficiency as a pedagogical goal; and incorporate GenAI literacy as a transversal content in every subject affected by GenAI. Since these changes increase the teacher’s burden, a teaching methodology to easily replace the traditional lecture is case study. Case study can add nuances to the learning content (increasing the relevance of class activities against GenAI), render learning more dynamic and providing a more democratic environment (including the student in the learning process).