Towards pedagogies of distrust: Higher education learning in the age of generative Artificial Intelligence
pdf

Keywords

Generative AI
Trust
AI Literacies;
Critical thinking

How to Cite

Joubert, D., & Strever, A. (2025). Towards pedagogies of distrust: Higher education learning in the age of generative Artificial Intelligence. Critical Studies in Teaching and Learning, 13(SI2), 59–77. https://doi.org/10.14426/cristal.v13iSI2.2506

Abstract

Since the release of ChatGPT, generative artificial intelligence (AI) tools have become ubiquitous in higher education teaching-learning-assessment (TLA). This paper explores how generative AI impacts trust relationships within the TLA context between students and lecturers in relation to AI technologies. Framed by Rolfe, Freshwater and Jasper’s (2001) reflective model of what, so what, now what, we draw on practical experiences to demonstrate how an integrated model of AI literacies can enhance student engagement and foster critical interaction with generative AI, ultimately cultivating a criticality toward traditional ways of knowledge construction in the classroom. Instead of fostering unquestioning trust, we propose a pedagogy of distrust – an environment of healthy scepticism where students (and lecturers) critically interrogate both generative AI and human contributions to knowledge creation. This approach encourages reflective learning, deeper engagement, and the development of lifelong learning skills. It urges lecturers to embrace evolving roles, shifting from sole knowledge sources to facilitators who enable students to navigate complex learning environments independently.

https://doi.org/10.14426/cristal.v13iSI2.2506
pdf
Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright (c) 2025 Dalene Joubert, Albert Strever