The intellectual bankruptcy of anti-AI academic alarmism

Special Issue on Conflict, Peace & Teaching in Higher Education

In this episode, I talk with Kevin Kester about the special issue on 'Conflict, Peace & Teaching in Higher Education' which he guest edited with Greg William Misiaszek. You can read Kester and Misiaszek's editorial and the whole special issue here: https://www.tandfonline.com/toc/cthe20/31/3 [https://www.tandfonline.com/toc/cthe20/31/3]

How does GenAI affect trust in teacher-student relationships?

In this episode, Ibrar Bhatt talks with Jiahui (Jess) Luo about her article ‘How does GenAI affect trust in teacher-student relationships? Insights from students’ assessment experiences’. And you can read Jess’s article here: https://www.tandfonline.com/doi/full/10.1080/13562517.2024.2341005?src= [https://www.tandfonline.com/doi/full/10.1080/13562517.2024.2341005?src=]

Cut the bullshit: why GenAI systems are neither collaborators nor tutors

In this episode, Ibrar Bhatt talks with Gene Flenady about his article ‘Cut the bullshit: why GenAI systems are neither collaborators nor tutors’ (co-authored by Robert Sparrow) You can read their article here: https://www.tandfonline.com/doi/full/10.1080/13562517.2025.2497263

The intellectual bankruptcy of anti-AI academic alarmism

In this episode, Ibrar Bhatt talks with Daniel Plate about his article ‘The intellectual bankruptcy of anti-AI academic alarmism: a rebuttal’ (co-authored by James Hutson) You can read their article here: https://www.tandfonline.com/doi/full/10.1080/13562517.2025.2562594 [https://www.tandfonline.com/doi/full/10.1080/13562517.2025.2562594]

Assessment as pedagogy: inviting authenticity through relationality, vulnerability and wonder

In this episode Ibrar Bhatt talks to Claire Timperley (Te Herenga Waka—Victoria University of Wellington, Wellington, Aotearoa New Zealand) about her article 'Assessment as pedagogy'. Claire advocates an alternative approach to assessment where authenticity signifies meaningful learning outside the confines of the classroom. You can read Claire's article here: https://www.tandfonline.com/doi/full/10.1080/13562517.2024.2367662