Edwin Creely, Kelly Carabott
Abstract The emergence of Generative Artificial Intelligence (GenAI) marks a fundamental transformation in education, mirroring wider technological changes across society. This conceptual article positions GenAI not merely as a tool, but as a relational paradigm shift that redefines pedagogy. Drawing on posthumanist and phenomenological perspectives, we explore how AI reshapes educational practice, focusing on shifts in pedagogy, teacher identity and student engagement. Posthumanism challenges anthropocentric assumptions, inviting new collaborations between human and machine. Phenomenology foregrounds the lived experiences of learners and educators in AI-mediated environments, emphasising the affective and relational dimensions of technological integration. By synthesising these perspectives through the interconnected dimensions of Positionality, Relationality and Functionality, we outline the educational implications of GenAI. Teacher positionality shifts from authoritative knowledge-holder to facilitator; relationality reframes AI as a co-creative presence; and functionality opens new modes of assessment, feedback and creative production. These principles inform the development of the ‘Integrated AI-Oriented Pedagogy Model’ for reimagining classroom practice and teacher education. A fictional classroom narrative is offered to illustrate the complexity of GenAI integration, showing the tensions and possibilities educators navigate. This work contributes to emerging scholarship on ethical and effective AI use in education, advocating for approaches that respect human experience while embracing the agency of intelligent technologies.