Coords: RIED Editorial Team
Generative AI is no longer a technological novelty; it has become a matter of primary importance for universities. This issue of RIED explores its effects on truth, teaching, and assessment, considering both its possibilities and the tensions it introduces into academic life. The papers included analyze the transformation of teaching, faculty competencies and concerns, critical thinking, technological dependence, personalized learning, formative feedback, human and algorithmic writing, and AI-assisted assessment across different disciplinary fields. The issue also addresses specific experiences and tools that illustrate emerging uses of AI in diverse university contexts. Overall, it offers a plural perspective for understanding how universities can engage with generative AI without relinquishing rigor, pedagogical responsibility, truthfulness, and critical thinking.
