Being progressive and critical: the roles and responsibilities of academics in adopting generative artificial intelligence (GenAI) in higher education

Amidst all the claims for the transformative possibilities of Generative Artificial Intelligence (GenAI) for higher education, the authors urge educators to take a critically considered approach to adopting these technologies. In the paper, the authors have argued that it is crucial for academics to approach its use with caution and to critically consider the practical, ethical, and potential ideological challenges of GenAI technologies. To this end, a critical AI literacy framework that draws on Freirean critical consciousness (1972) and hooks’ engaged pedagogy (1994), emphasising the importance of reflexivity, dialogue, and socio-political awareness, is proposed. Rather than treating GenAI as a neutral or purely instrumental tool, this framework situates GenAI as a socio-technical system shaped by power relations, requiring both educators and learners to interrogate its ethical, ideological and material implications. The role of relational pedagogy and collaborative engagement with students in shaping AI practices in learning emerge as substantive concerns, together with the importance of enhancing GenAI literacy for academic integrity and responsible use. It is also argued that AI literacy is not limited to understanding how GenAI systems function but also includes analysing their broader societal implications. This paper extends existing thinking by conceptualising GenAI literacy as a critical-relational practice, integrating insights from critical pedagogy and relational educational theory.