This case study examines the evolving integration of generative AI into an upper-level technical editing course. Grounded in social justice and ethical frameworks, the authors argue that AI integration should center human experience rather than uncritical efficiency. Student coauthors offer firsthand perspectives on engaging with AI as emerging professionals, including experiences with informed refusal. The article concludes with iterative curricular revisions and recommendations for preparing technical editors to work ethically with and for AI-enabled contexts.
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Mallette et al. (2026) studied this question.
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