TRANSFORMING PEDAGOGY THROUGH GENERATIVE AI: A REVIEW OF EMERGING TRENDS IN HIGHER EDUCATION

Gopal Singh

doi:10.29121/shodhai.v3.i2.2026.117

Authors

Gopal Singh Assistant Professor, Department of Education, Chhatrapati Shahu Ji Maharaj University, Kanpur, Uttar Pradesh, India

DOI:

https://doi.org/10.29121/shodhai.v3.i2.2026.117

Keywords:

Generative Artificial Intelligence GenAI, Higher Education, Assessment Redesign, Academic Integrity, Institutional Governance

Abstract

The rapid infusion of Generative Artificial Intelligence (GenAI) into higher education has initiated a fundamental paradigm shift in instructional design, student-faculty dynamics, and institutional governance. This review synthesizes empirical evidence, systematic literature reviews, and theoretical frameworks from 2023 to 2026 to chart emerging pedagogical trends. It frames the adoption of GenAI through a sociotechnical lens, analyzing its dual identity as an instrument for personalized, inclusive learning and a disruptive mechanism challenging traditional academic integrity. Key findings reveal a distinct structural transition from defensive AI detection toward AI-resilient, process-oriented assessment redesigns. Concurrently, theoretical models are emerging to govern cognitive interdependence, ensuring that AI enhances critical reflection rather than fostering automation complacency. This paper provides a systemic blueprint for institutional adaptation, outlining strategic shifts in curriculum design, faculty development, and ethical literacy frameworks necessary to cultivate a human-centric, AI-augmented educational ecosystem.

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