TEACHING INNOVATION IN THE ERA OF GENERATIVE ARTIFICIAL INTELLIGENCE: A CONCEPTUAL FRAMEWORK FOR FUTURE-READY PEDAGOGY
DOI:
https://doi.org/10.35631/IJMOE.829059Keywords:
AI Literacy, Authentic Assessment, Cognitive Autonomy, Educational Philosophy, Generative Artificial Intelligence, Pedagogy, Teaching InnovationAbstract
The rapid integration of Generative Artificial Intelligence in higher education is reshaping assumptions about authorship, assessment validity, and cognitive mastery. While existing research highlights both opportunities and risks, discussions remain divided across concerns about academic integrity, student reliance on AI, assessment design, and AI literacy. Much of the response has focused on controlling misuse rather than redesigning pedagogy for AI-supported learning. This paper proposes the AI-Resilient Teaching Innovation Framework (ARTIF), an integrative and vaue-grounded model that positions GenAI as a bounded collaborative learning partner rather than a substitute for human reasoning. ARTIF synthesizes Constructivism, Self-Regulated Learning, Technological Pedagogical Content Knowledge, and Substitution, Augmentation, Modification, Redefinition within a structured framework that prioritizes Cognitive Autonomy as the central learning outcome. The framework outlines five interrelated dimensions: dialogic human–AI engagement, authentic process-oriented assessment, metacognitive scaffolding, ethical AI literacy, and educator role transformation. An illustrative Object-Oriented Programming case demonstrates how these principles translate into practice. ARTIF contributes a coherent blueprint for preserving intellectual agency while enabling responsible and transformative AI integration in future-ready higher education systems.
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