The Centre for Internet & Society

As generative AI becomes more deeply embedded in educational contexts, it raises critical questions about trust, epistemic reliability, and the nature of knowledge production. While AI offers significant opportunities for enhancing pedagogical methodologies, facilitating personalised learning, and augmenting research, it also raises concerns regarding cognitive offloading, the erosion of critical thinking skills, and the perpetuation of biases inherent in training data. This essay examines how higher education institutions navigate these complexities, focusing on institutional adaptation, ethical considerations, and policy responses. Central to this inquiry is an analysis of key theoretical frameworks in education and epistemology to understand how these impact the discourse around generative AI in the classroom. This essay looks at existing educational theory to understand the role of AI in the classroom. Furthermore, the study assesses existing institutional and national AI policies, evaluating their efficacy in addressing governance challenges, and offers future-looking questions and recommendations to guide the responsible integration of generative AI in education.