This Open Praxis article deepened my understanding of how generative AI is reshaping academic work, not just as a tool, but as a collaborator that challenges traditional ideas of authorship and knowledge creation (Koseoglu et al., 2024). Rather than framing AI use as simply ethical or unethical, the authors emphasize the importance of transparency and accountability when AI is involved in academic writing and scholarly work (Koseoglu et al., 2024).
What stood out to me most was the concept of cocreation and the tension between “organic” (human‑generated) and “synthetic” (AI‑generated) content. This connects closely with my own teaching practice, as someone who occasionally uses AI myself, I am often torn when assessing student work that appears to have been influenced by AI. The article reinforces that while AI can support efficiency and idea generation, responsibility for meaning, accuracy, and ethical judgment must remain with the human author (Koseoglu et al., 2024).
Overall, this reading encouraged me to think more critically about how AI could be integrated into academic and educational contexts through intentional design, clear disclosure, and ongoing ethical reflection (Koseoglu et al., 2024). I will continue to reflect on it, my own teaching practices, and have conversations with my students about it and their learning.
Footnote: ChatGPT was used to refine the language in the final draft. All concepts and ideas are mine.
References:
Koseoglu, S., Bozkurt, A., Havemann, L., van Mourik Broekman, P., Bali, M., & Kilburn, D. (2024). GenAI et al.: Cocreation, authorship, ownership, academic ethics and integrity in a time of generative AI. *Open Praxis, 16*(1), Article 654. https://doi.org/10.55982/openpraxis.16.1.654