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<p>The integration of Generative Artificial Intelligence (GenAI) in higher education has meant that universities are experiencing a significant period of uncertainty and flux. The need to understand how GenAI technologies are shaping students’ evolving experiences of higher education is important. This paper asks: what work do emotions do within the way educators and students engage with AI? Engaging Sara Ahmed’s concept of <i>affective economies</i>, and Raymond Williams’ <i>structures of feeling</i>, to explore connections between digital technologies and emotions, I examine how emotions are not simply internal experiences, but circulate through texts, bodies, objects and institutions. Analysing examples of institutional guidelines for students’ use of GenAI technologies, I surface how feelings of excitement, ambivalence, and anxiety imbue current educational AI discourses. I consider how we might understand these emotions and discourses, including how such discourses risk perpetuating educational cultures premised on notions of individualism, as opposed to inclusivity. As AI conversations evolve, I argue that educators should continue to examine the work that emotions do, as well as exploring more collective responses to AI pedagogies.</p>

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Affective economies of AI in digitalised higher education

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月12日

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  • Karen Gravett

摘要

The integration of Generative Artificial Intelligence (GenAI) in higher education has meant that universities are experiencing a significant period of uncertainty and flux. The need to understand how GenAI technologies are shaping students’ evolving experiences of higher education is important. This paper asks: what work do emotions do within the way educators and students engage with AI? Engaging Sara Ahmed’s concept of affective economies, and Raymond Williams’ structures of feeling, to explore connections between digital technologies and emotions, I examine how emotions are not simply internal experiences, but circulate through texts, bodies, objects and institutions. Analysing examples of institutional guidelines for students’ use of GenAI technologies, I surface how feelings of excitement, ambivalence, and anxiety imbue current educational AI discourses. I consider how we might understand these emotions and discourses, including how such discourses risk perpetuating educational cultures premised on notions of individualism, as opposed to inclusivity. As AI conversations evolve, I argue that educators should continue to examine the work that emotions do, as well as exploring more collective responses to AI pedagogies.