IN-PERSON MADRID FOCUS ON PEDAGOGY. SECTION B
Abstract
The proliferation of generative AI raises an epistemological problem for higher education: what does it mean to “know” something in the 21st century? How is that knowledge supposed to translate to meaningful and well-paid work after higher education? Educators must reckon with AI limitations and possibilities to equip students for the future of work alongside questions of academic integrity. By inputting prompts for two different content areas (English literature and comparative religion) into four generative AI models (two institutionally licensed professional versions of ChatGPT and Gemini and two free student versions of ChatGPT and Gemini), we hope to determine where generative AI excels and falls short of providing collegiate-level responses, using a four-scaled rubric. The rubric will include qualitative content analysis to assess (1) conceptual accuracy, (2) writing mechanics, (3) voice and lived experience, and (4) credibility of sources. Of particular note, the qualitative analysis will focus on lived experience as part of the learning process. Focusing on learning and lived experience will help to determine where generative AI may alter future curricula. Educators need to understand how students are using AI in their courses, and students need to know how using generative AI may impact their futures. Our findings will help to answer current and near-term questions about how institutions of higher education can alter their curricular offerings in the age of generative AI, particularly when considering the intersection of epistemology, meaningful work, and lifelong learning.
Viktoria A. Strunk is a professor in the Teaching & Learning and Doctoral programs at American College of Education. Her career in education spans three decades, teaching English, research methodology, ethics, public speaking, sociology, logic, and critical thinking amongst other courses. Dr. Strunk’s scholarship/publications include the state of educational delivery along with the ethical implications involved in teaching traditional, nontraditional, and ultra-nontraditional students; academicians and machine ethics; and Neo-Platonism within Victorian literature.
James E. Willis, III is Assistant Professor of Practice for Religion and Co-Director of the Faculty Academy of Excellence and Innovation at the University of Indianapolis, USA. He completed a Ph.D. in comparative religion at King’s College London (England) and teaches the world’s religions. His religion research agenda includes topics like political theology and religious responses to emerging psychedelics research. As an assistant professor of practice, he also conducts research and publishes on educational technology, teaching with technology, technology ethics, and learning analytics. He was awarded the 2023 Teaching in the Core award at UIndy.
12:30 pm - 2:00 pm
Wednesday 24th June, 2026