Re-thinking SoTL for the Age of GenAI: Diffracted, Entangled, and Human

Authors

DOI:

https://doi.org/10.20343/teachlearninqu.13.49

Keywords:

GenAI, generative artificial intelligence, diffraction, fifth wave, pedagogy

Abstract

 

The rapid advancement of generative artificial intelligence (GenAI) necessitates a re-evaluation of established Scholarship of Teaching and Learning (SoTL) frameworks. This paper presents a novel approach to pedagogical research through the lens of diffraction, enabling educators to embrace uncertainty, build trust with technology, and reconceptualize practices within a GenAI-led education landscape. We offer five key propositions, each paired with prompts to support collaborative exploration of GenAI. These propositions advocate for a multidisciplinary and context-aware methodology that moves beyond traditional SoTL perspectives and reflective practice. Framing GenAI as both a challenge and an opportunity, we call for a reimagining of SoTL as a dynamic, inclusive and entangled field capable of addressing the complexities of AI-enhanced learning environments. The diffractive approach foregrounds human and non-human entanglement, creating transformative pedagogical practices. Designed as a practical and theoretical guide, our propositions and prompts offer SoTL scholars new ways to engage with GenAI through posthuman, critically informed lenses.

Author Biographies

  • Jennie Mills, University of Warwick

    Jennie Mills (GBR) is an associate professor in the Academic Development Centre at the University of Warwick. Her work explores arts-based, post-qualitative pedagogies, practices, and research methodologies, as well as how AI-human entanglements intra-act with higher education contexts.

  • Tina Beynen, Carleton University

    Tina Beynen (CAN) has a PhD in applied linguistics from Carleton University and is an independent researcher, writing coach, and certified English language instructor. Her research interests include the intersection of student assessment and other literacies, GenAI, and academic integrity.

  • Ivy Chia Sook May, Singapore University of Social Sciences

    Ivy Chia (SGP) is an associate professor of education at the Singapore University of Social Sciences. She pursues cross-disciplinary research on AI-enhanced learning, improvisational pedagogy, and practice-based inquiry.

  • Rachel Fitzgerald, University of Queensland

    Rachel Fitzgerald (AUS) is an associate professor and associate dean (academic) at the University of Queensland. She is acclaimed for her extensive knowledge of online education, advancing digital learning, researching educational innovation, and improving the student learning experience.

  • Kimberly A. Hall, Wofford College

    Kimberly A. Hall (USA) is an associate professor in English and digital media studies at Wofford College. Her research areas include social media discourse, culture and media, and information literacy. 

  • Evelyn Lai, University of New South Wales

    Evelyn Lai (AUS) is an education-focused lecturer in banking and finance at the University of New South Wales. Her research interests focus on assessment and feedback design to encourage sustainable learning, edTech, and data-driven student learning experiences.

  • Jon Mason, Charles Darwin University

    Jon Mason (AUS) is an associate professor in education at Charles Darwin University, where he lectures in digital technologies and teaches in higher education. His work spans the frontiers of digital technology innovation and sense-making.

  • Samantha Newell, University of Adelaide

    Samantha Newell (AUS) is a lecturer in psychology at the University of Adelaide. Her publications advance online learning through rapport, enhancing asynchronous engagement, promoting student voice, and facilitating student co-creation of learning spaces.

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2025-10-31

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Vol. 13 (2025): Teaching & Learning Inquiry

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Special Section: 2023 ICWG Collection

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Copyright (c) 2025 Jennie Mills, Tina Beynen, Ivy Chia Sook May, Rachel Fitzgerald, Kimberly A. Hall, Evelyn Lai, Jon Mason, Samantha Newell

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How to Cite

“Re-Thinking SoTL for the Age of GenAI: Diffracted, Entangled, and Human”. 2025. Teaching and Learning Inquiry 13 (October): 1–19. https://doi.org/10.20343/teachlearninqu.13.49.