Speaker
Description
The growing integration of generative artificial intelligence into higher education is reshaping not only pedagogical practices, but also the institutional conditions through which knowledge is evaluated and legitimised. While AI is often framed in terms of efficiency and innovation, less attention has been paid to how computational systems may transform the epistemic role of universities as spaces historically organised around interpretation, intellectual disagreement, and critical judgment.
This paper examines how AI driven infrastructures are altering the relationship between knowledge production, institutional authority, and human intellectual practice within contemporary universities. Drawing on critical university studies, sociology of knowledge, and digital governance scholarship, the study analyses the increasing reliance on automated writing systems, predictive analytics, algorithmic evaluation tools, and AI assisted learning environments.
The analysis suggests that universities are gradually shifting toward data driven systems shaped by optimisation, scalability, and computational predictability. AI systems increasingly influence how academic legitimacy, expertise, and epistemic visibility are constructed within digital knowledge ecosystems. At the same time, universities continue to retain an important role in preserving interpretive plurality and forms of judgment resistant to computational standardisation.
The paper contributes to current debates on higher education futures, epistemic governance, and democratic knowledge infrastructures in increasingly algorithmic societies.
| Presenting author | Murtaza Mohiqi |
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