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<p>This paper explores how creativity emerges within generative AI (GenAI) learning environments through the Digital Maieutic Project, a higher education initiative integrating Universal Design for Learning (UDL) principles with GenAI and a dialogic chatbot called Socrates, to cultivate creative, adaptive and inclusive learning environments. Drawing on sociomateriality, dialogic pedagogy and wisdom traditions, we explore creativity as a relational, emergent practice. Through thematic analysis of student experiences and project team reflexivity, we identify three interrelated dynamics of relational creativity: generative tension, ethical discernment and shared inquiry. We also explore disorientation as a threshold for learning transformation, arguing for pedagogical practices that attend to complexity, ambiguity and relational integrity.</p>

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Relational Creativity in GenAi Mediated Learning: Reflexive Insights from the Digital Maieutic Project

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年4月29日

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  • Eleni Tzouramani,
  • Charis Manousou,
  • Theofilos Tzanidis

摘要

This paper explores how creativity emerges within generative AI (GenAI) learning environments through the Digital Maieutic Project, a higher education initiative integrating Universal Design for Learning (UDL) principles with GenAI and a dialogic chatbot called Socrates, to cultivate creative, adaptive and inclusive learning environments. Drawing on sociomateriality, dialogic pedagogy and wisdom traditions, we explore creativity as a relational, emergent practice. Through thematic analysis of student experiences and project team reflexivity, we identify three interrelated dynamics of relational creativity: generative tension, ethical discernment and shared inquiry. We also explore disorientation as a threshold for learning transformation, arguing for pedagogical practices that attend to complexity, ambiguity and relational integrity.