ABSTRACT The rapid integration of generative AI into higher education unsettles long‐standing assumptions about writing instruction, authorship, and academic integrity. Traditional process‐based pedagogies—grounded in drafting, feedback, and revision—increasingly clash with AI‐enabled composing that produces polished prose from the outset. Drawing on posthumanism and postplagiarism, this conceptual paper argues for reorienting process pedagogy toward Process Pedagogy 2.0: an AI‐aware model centering human decision‐making, rhetorical reasoning, and ethical engagement within hybrid human–AI writing ecologies. Grounded in transparency, visible thinking, and dialogic engagement, it preserves the pedagogical value of writing‐as‐process while acknowledging AI's role. The paper offers concrete strategies, including assessment redesign, structured documentation of AI use, tech‐off reflections, revision tracking, and dialogic feedback structures.
Eman Elturki (Tue,) studied this question.