Article proposes a framework to address AI's impact on epistemology and student writing, suggesting new pedagogical approaches.
Generative artificial intelligence (AI) is having a profound impact on key aspects of academic writing and is threatening to disrupt the intellectual development of student writers. This is due to its ability to automate thought processes alongside some enduring epistemological shortcomings. AI circumvents all safeguards of epistemic authority established in academia and challenges the deepest level of epistemology: the definition and justification of truth. This article proposes a framework for considering AI epistemology in relation to human epistemic development. The concept of epistemic literacy is introduced to help us understand these changes and inform twenty-first-century writing pedagogy.
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Otto Kruse (2026) studied this question.
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