² Centre for Educational Philosophy, Nordic Open University, Denmark
Abstract
The rapid integration of generative artificial intelligence into higher education has sparked intense debate surrounding academic integrity, pedagogical design, and the future of humanistic inquiry. This paper explores the impact of AI text-generation tools on undergraduate writing, critical analysis, and original research in social science and humanities disciplines. Through a comparative study of 12 higher education programs across Europe, the research evaluates how universities are adapting assessment frameworks to incorporate AI literacy rather than focusing solely on prohibition.
The findings reveal that pedagogical approaches emphasizing process-oriented writing, oral defense, and collaborative peer critique foster higher critical engagement than traditional essay assignments. However, the study also highlights pressing ethical concerns regarding algorithmic bias, copyright encroachment, and the potential erosion of deep reading habits among students. The authors propose a human-centric pedagogical framework that leverages generative AI as an investigative interlocutor while maintaining human judgment, empathy, and ethical reasoning at the core of university education.