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<p>This article reviews <i>GenAI in Higher Education: Redefining Teaching and Learning</i> (2026) by Sam Illingworth and Rachel Forsyth, a timely contribution that navigates the complex intersection of GenAI and higher education. Rather than focusing on technical specifications, the book provides educators with a principled framework for integrating GenAI tools while preserving core educational values. Organized around four foundational principles—student-centeredness, trust, relevance, and agency—the book systematically examines ethical implications, pedagogical applications, assessment redesign, and student experience enhancement. The review highlights how the book successfully bridges the gap between technological potential and educational practice, offering actionable guidance for educators, administrators, and policymakers. It situates the book within broader scholarly conversations about academic integrity, educational equity, and the datafication of learning, while also acknowledging its limitations, including the rapidly evolving nature of GenAI tools and the need for discipline-specific exploration. Ultimately, this review argues that the book serves not only as a practical guide but also as a thought-provoking manifesto for safeguarding the humanistic essence of education in an era of technological transformation.</p>

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Seeking balance in higher education in the GenAI era

  • 期刊论文

  • 发表日期：

    2026年7月24日

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  • Yueli Lu,
  • Daqiang Zhang

摘要

This article reviews GenAI in Higher Education: Redefining Teaching and Learning (2026) by Sam Illingworth and Rachel Forsyth, a timely contribution that navigates the complex intersection of GenAI and higher education. Rather than focusing on technical specifications, the book provides educators with a principled framework for integrating GenAI tools while preserving core educational values. Organized around four foundational principles—student-centeredness, trust, relevance, and agency—the book systematically examines ethical implications, pedagogical applications, assessment redesign, and student experience enhancement. The review highlights how the book successfully bridges the gap between technological potential and educational practice, offering actionable guidance for educators, administrators, and policymakers. It situates the book within broader scholarly conversations about academic integrity, educational equity, and the datafication of learning, while also acknowledging its limitations, including the rapidly evolving nature of GenAI tools and the need for discipline-specific exploration. Ultimately, this review argues that the book serves not only as a practical guide but also as a thought-provoking manifesto for safeguarding the humanistic essence of education in an era of technological transformation.