HIGHER EDUCATION AND GENERATIVE AI: ETHICAL AND INSTITUTIONAL IMPLICATIONS FOR THE HUMANITIES.

Abstract

The spread of generative artificial intelligence in higher education is profoundly transforming teaching, assessment, and knowledge production, with significant implications for the Humanities. Drawing on a critical review of the literature, this theoretical essay examines the ethical incorporation of generative artificial intelligence (GenAI) into higher education processes, with particular attention to the Humanities. It argues that AI regulation should take the form of ethical educational governance—rather than mere control—and that Yuk Hui’s concepts of technodiversity and cosmotechnics offer valuable paths for rethinking authorship, autonomy, and creativity in the Humanities. The theoretical discussion is illustrated by an ongoing initiative within the History Teacher Education Program at the University of International Integration of Afro-Brazilian Lusophony (UNILAB), aimed at developing a set of ethical guidelines for the use of GenAI.