Abstract
As generative AI reshapes the educational landscape, educators face a critical question: how do we embrace technological innovation without losing the human connection that defines meaningful learning? humanizing pedagogy humanizing pedagogy is not a means for educators to control students, but a way to reflect and give voice to the students’ own awareness and understanding.This principle challenges educators to design learning that empowers, includes, and honours the lived experiences of adult learners—even, and especially, in digital spaces. The evolution of digital pedagogy now extends beyond tools and platforms toward integrated, values-driven practice. Hybrid and blended models, Universal Design for Learning, open educational resources, and authentic online assessment have expanded opportunities for accessibility, collaboration, and inclusion. Yet, as generative AI, adaptive systems, and learning analytics become central to course design, the educator’s role must evolve—not as a technician, but as a critical designer of humane, ethical learning environments. This paper explores how humanizing pedagogy can coexist with and guide the ethical use of generative AI in higher education. We consider strategies for balancing automation with authenticity, efficiency with empathy, and innovation with integrity. By cultivating data literacy, ethical reasoning, and design judgment, educators can ensure that AI remains a tool for learning—not a substitute for learning—and that the heart of education continues to beat with human curiosity, creativity, and care.
Presenters
Wendy Kraglund GauthierAssociate Dean (Research) | Chair, Adult Education, Faculty of Education, Yorkville University, New Brunswick, Canada
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Considering Digital Pedagogies
KEYWORDS
Digital Pedagogy, Ethical Education, Generative AI, Higher Education, Humanizing Pedagogy
