The Manifesto for Teaching and Learning in a Time of Generative AI: A Critical Collective Stance to Better Navigate the Future

Open Praxis

(2024), Vol. 16, No. 4, pp. 487-513

Scopus ID: 85211218756

Aras Bozkurt ^a , Junhong Xiao ^b , Robert Farrow ^c , John Y. H. Bai ^d , Chrissi Nerantzi ^e , Stephanie Moore ^f , Jon Dron ^g , Christian M. Stracke ^h , Lenandlar Singh ⁱ , Helen Crompton ^j , Apostolos Koutropoulos ^k , Evgenii Terentev ^l , Angelica Pazurek ^m , Mark Nichols ⁿ , Alexander M. Sidorkin ^o , Eamon Costello ^p , Steven Watson ^q , Dónal Mulligan ^p , Sarah Honeychurch ^r , Charles B. Hodges ^s , Mike Sharples ^t , Andrew Swindell ^u , Isak Frumin ^v , Ahmed Tlili ^w , Patricia J. Slagter van Tryon ^x , Melissa Bond ^y,z , Maha Bali ^aa , Jing Leng ^ab , Kai Zhang ^ab , Mutlu Cukurova ^ac , Thomas K. F. Chiu ^ad , Kyungmee Lee ^ae , Stefan Hrastinski ^af , Manuel B. Garcia ^ag , Ramesh Chander Sharma ^ah , Bryan Alexander ^ai , Olaf Zawacki-Richter ^aj , Henk Huijser ^ak , Petar Jandrić ^al , Chanjin Zheng ^ab , Peter Shea ^am , Josep M. Duart ^an , Chryssa Themeli ^ao , Anton Vorochkov ^ap , Sunagül Sani-Bozkurt ^a , Robert L. Moore ^aq , Tutaleni Iita Asino ^ar

^a Anadolu University, Türkiye

^b Open University of Shantou, China

^c Open University, United Kingdom

^d Carl von Ossietzky Universität Oldenburg, Germany

^e University of Leeds, United Kingdom

^f University of New Mexico, United States

^g Athabasca University, Canada

^h University of Bonn, Germany

ⁱ University of Guyana, Guyana

^j Old Dominion University, United States

^k University of Massachusetts Boston, United States

^l HSE University, Russia

^m University of Minnesota, United States

ⁿ Open Polytechnic, New Zealand

^o California State University, United States

^p Dublin City University, Ireland

^q University of Cambridge, United Kingdom

^r University of Glasgow, Scotland, United Kingdom

^s Georgia Southern University, United States

^t The Open University, United Kingdom

^u Asian University for Women, United States

^v Constructor University, Germany

^w Smart Learning Institute of Beijing Normal University, China

^x East Carolina University, United States

^y EPPI Centre, University College London, United Kingdom

^z University of Stavanger, Norway

^aa American University in Cairo, Egypt

^ab East China Normal University, China

^ac University College London, United Kingdom

^ad Chinese University of Hong Kong, Hong Kong SAR, China

^ae Seoul National University, South Korea

^af KTH Royal Institution of Technology, Sweden

^ag FEU Institute of Technology, Philippines

^ah Graphic Era Hill University, India

^ai Georgetown University, United States

^aj University of Oldenburg, Germany

^ak Queensland University of Technology, Australia

^al Zagreb University of Applied Sciences, Croatia

^am University at Albany, United States

^an Universitat Oberta de Catalunya, Spain

^ao NTNU, Norway

^ap Autonomous University of Madrid, Spain

^aq University of Florida, United States

^ar Carnegie Mellon University, United States

Abstract: This manifesto critically examines the unfolding integration of Generative AI (GenAI), chatbots, and algorithms into higher education, using a collective and thoughtful approach to navigate the future of teaching and learning. GenAI, while celebrated for its potential to personalize learning, enhance efficiency, and expand educational accessibility, is far from a neutral tool. Algorithms now shape human interaction, communication, and content creation, raising profound questions about human agency and biases and values embedded in their designs. As GenAI continues to evolve, we face critical challenges in maintaining human oversight, safeguarding equity, and facilitating meaningful, authentic learning experiences. This manifesto emphasizes that GenAI is not ideologically and culturally neutral. Instead, it reflects worldviews that can reinforce existing biases and marginalize diverse voices. Furthermore, as the use of GenAI reshapes education, it risks eroding essential human elements— creativity, critical thinking, and empathy—and could displace meaningful human interactions with algorithmic solutions. This manifesto calls for robust, evidence-based research and conscious decision-making to ensure that GenAI enhances, rather than diminishes, human agency and ethical responsibility in education.

Recommended APA Citation:

Bozkurt, A., Xiao, J., Farrow, R., Bai, J. Y. H., Nerantzi, C., Moore, S., Dron, J., Stracke, C. M., Singh, L., Crompton, H., Koutropoulos, A., Terentev, E., Pazurek, A., Nichols, M., Sidorkin, A. M., Costello, E., Watson, S., Mulligan, D., Honeychurch, S., Hodges, C. B., Sharples, M., Swindell, A., Frumin, I., Tlili, A., Tryon, P. J. S. V., Bond, M., Bali, M., Leng, J., Zhang, K., Cukurova, M., Chiu, T. K. F., Lee, K., Hrastinski, S., Garcia, M. B., Sharma, R. C., Alexander, B., Zawacki-Richter, O., Huijser, H., Jandrić, P., Zheng, C., Shea, P., Duart, J. M., Themeli, C., Vorochkov, A., Sani-Bozkurt, S., Moore, R. L., & Asino, T. I. (2024). The Manifesto for Teaching and Learning in a Time of Generative AI: A Critical Collective Stance to Better Navigate the Future. Open Praxis, 16(4), 487-513. https://doi.org/10.55982/openpraxis.16.4.777

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The Manifesto for Teaching and Learning in a Time of Generative AI: A Critical Collective Stance to Better Navigate the Future

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