Humanity is undergoing a disruptive cultural transition driven by the rapid integration of disruptive technologies. Among these, Generative Artificial Intelligence (GenAI) has emerged as a cross-cutting force; however, its rapid adoption often fosters technological opportunism, where data is processed without sufficient intellectual supervision. In higher education, this environment demands a shift toward a more legitimate integration of GenAI, one that moves beyond passive consumption to bridge the gap between information management, knowledge management, and knowledge mobilization. To address this, this research adopts a critical hermeneutic paradigm and a narrative review methodology to systematically identify, select, and extract key empirical and conceptual patterns from the literature. By interpreting these patterns within contemporary social and cultural contexts, the study seeks to evolve teaching practices so that existing knowledge serves as a starting point for connecting theory and practice with the realm of the possible to be known. The main outcome of this article is an innovative model for knowledge management and mobilization in higher education, positioning GenAI as a mediating tool present in the reconfiguration of teaching practices and enhancing the transfer of knowledge. This framework provides the conceptual and practical foundations to ensure that GenAI serves as a facilitator for meaningful learning rather than a mere procedural substitute.
Butter et al. (Wed,) studied this question.