Epistemic Agency and Academic Writing in the Age of genAI Why Writing Pedagogy Needs an Epistemic Reorientation from a Media-Pedagogical Perspective

Epistemic Agency and Academic Writing in the Age of genAI

In higher education, academic writing has long been a central practice through which knowledge is developed, negotiated, and communicated. Epistemic agency, understood as responsibility for judgement and justification, has thereby functioned as a largely implicit foundation of writing, with authorship and text forming...

From AI Literacy to Epistemic Agency How GenAI Re-shapes Writing Pedagogy in Engineering Education

From AI Literacy to Epistemic Agency

It is suggested that instructional scaffolds such as prompting journals and iterative reflection, can externalise epistemic processes and strengthen AI literacy as a foundation for epistemic agency in generative AI-mediated scientific writing.

Interpreting Philosophical Preconceptions

This paper examines the interpretation of philosophical preconceptions as a central activity of teaching philosophy. Complementing approaches that focus primarily on learners’ preconceptions as starting points of inquiry, it develops an account of the epistemic structure of the teacher’s interpretive activity. Drawing...

GenAI and Epistemic Practices in Science Education: Opportunities and Didactic Challenges

Generative artificial intelligence (GenAI) offers opportunities for dialogic scaffolding, scientific reasoning, formative feedback, and instructional design, while raising cognitive, epistemic, didactic, and ethical risks. This review synthesized 34 publications from 2023 to 2026 that were identified through searches o...

Serving Epistemic Justice Through Critical Writing Pedagogies in Science and Technology Studies (STS)

Writing in Science and Technology Studies (STS) reproduces STS knowledge, yet ways of writing remain invisible and normative within a discipline committed to epistemological openness. Ways of knowing and languaging are inextricably linked: written knowledge plays a central role in scholars’ entry and advancement. We ar...