David Nally
Abstract Of the disruptions that have come in the aftermath of the COVID-19 pandemic, generative, general and narrow AI tools have arguably become one of the most reported topics. Their impact has been linked to factors which cultivate post-truth conditions, particularly misinformation that works to destabilise social cohesion, the rejection of established human expertise and methodologies that authenticate the integrity of details. This article represents an attempt to address these conditions, by constructing a framework for developing effective pedagogies that operate in tandem with AI. To work towards this outcome, this article begins with an overview of how post-truth and forms of AI have been gradually emerging during the last four decades. It then features a review of the trends from this context, to diagnose what educational directions are currently being taken – and what future ones may be necessary – to address post-truth conditions. From a review of these trends, there are several findings about how educators can workably reframe their practice to use AI more purposefully and effectively. The contribution of this research are synthesised in a framework that aligns epistemic practices, with human-AI pedagogical approaches, and methods of enabling critical and creative thinking through AI.