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This study explored the disruptive and transformative potential of Generative Artificial Intelligence (GenAI) in reshaping learning paradigms, grounded in transformative learning theory. It examined two key dimensions: (a) Educators’ Engagement: the adoption and adaptation of GenAI by educators, and (b) Paradigm Shifts: potential disruptions and shifts in learning, as reflected in participants’ experiences with GenAI implementation. The analysis of participants’ perspectives on GenAI in the context of transformative learning revealed several themes. Critical Reflection, the most prominent theme, indicated that participants evaluated GenAI’s effects on teaching practices and students’ learning. The study findings explicated the relevance of considering diverse perspectives to develop effective strategies for integrating GenAI and the need for further research into the research-to-practice disconnect to understand its meaningful implementation in educational settings. Participants identified several challenges associated with using GenAI, such as its ability to assist in facilitating personalized learning experiences, which they viewed as a significant disruption. Other concerns included the potential for GenAI to undermine academic integrity, raise questions about the authenticity of student work, and ethical implications like bias, privacy, and perpetuating existing inequalities. Despite these concerns, many participants recognized the potential benefits of GenAI. They advocated for its integration into the curriculum, emphasizing the need for focus on digital literacy and critical thinking skills to navigate a GenAI-enhanced educational landscape. The consensus was that while GenAI presents significant opportunities, it also necessitates re-evaluating pedagogical strategies and ethical standards related to student-centered learning transformation. This study advances our understanding of GenAI’s effects on learning and education by extending transformative learning theory to explore how technological disruption generated by fast-developing Gen AI transforms the learning paradigm.

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Transformative Learning in the Age of Generative AI: Educators’ Perspectives on a Paradigm Shift

  • 会议论文

  • 发表日期：

    2026年

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  • Mara Alagic,
  • JaeHwan Byun

摘要

This study explored the disruptive and transformative potential of Generative Artificial Intelligence (GenAI) in reshaping learning paradigms, grounded in transformative learning theory. It examined two key dimensions: (a) Educators’ Engagement: the adoption and adaptation of GenAI by educators, and (b) Paradigm Shifts: potential disruptions and shifts in learning, as reflected in participants’ experiences with GenAI implementation. The analysis of participants’ perspectives on GenAI in the context of transformative learning revealed several themes. Critical Reflection, the most prominent theme, indicated that participants evaluated GenAI’s effects on teaching practices and students’ learning. The study findings explicated the relevance of considering diverse perspectives to develop effective strategies for integrating GenAI and the need for further research into the research-to-practice disconnect to understand its meaningful implementation in educational settings. Participants identified several challenges associated with using GenAI, such as its ability to assist in facilitating personalized learning experiences, which they viewed as a significant disruption. Other concerns included the potential for GenAI to undermine academic integrity, raise questions about the authenticity of student work, and ethical implications like bias, privacy, and perpetuating existing inequalities. Despite these concerns, many participants recognized the potential benefits of GenAI. They advocated for its integration into the curriculum, emphasizing the need for focus on digital literacy and critical thinking skills to navigate a GenAI-enhanced educational landscape. The consensus was that while GenAI presents significant opportunities, it also necessitates re-evaluating pedagogical strategies and ethical standards related to student-centered learning transformation. This study advances our understanding of GenAI’s effects on learning and education by extending transformative learning theory to explore how technological disruption generated by fast-developing Gen AI transforms the learning paradigm.