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<p>This article examines how collaborative design practices in higher education are reshaped through postdigital entanglement with generative artificial intelligence (GenAI). We collectively explore how co-design, an inclusive, iterative, and relational approach to educational design and transformation, expands in meaning, practice, and ontology when GenAI is approached as a collaborator. The article brings together 19 authors and three open reviewers to engage with postdigital inquiry, structured in three parts: (1) a review of literature on co-design, GenAI, and postdigital theory; (2) 11 situated contributions from educators, researchers, and designers worldwide, each offering practice-based accounts of co-design with GenAI; and (3) an explorative discussion of implications for higher education designs and futures. Across these sections, we show how GenAI unsettles assumptions of collaboration, knowing, and agency, foregrounding co-design as a site of ongoing material, ethical, and epistemic negotiation. We argue that postdigital co-design with GenAI reframes educational design as a collective practice of imagining, contesting, and shaping futures that extend beyond human knowing.</p>

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Reshaping Higher Education Designs and Futures: Postdigital Co-design with Generative Artificial Intelligence

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年11月15日

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  • Sandris Zeivots,
  • Alison Casey,
  • Tiffany Winchester,
  • Jack Webster,
  • Xin Wang,
  • Linus Tan,
  • Wina Smeenk,
  • Frank P. Schulte,
  • Antonia Scholkmann,
  • Belinda Paulovich,
  • Diego Muñoz,
  • Joanne Mignone,
  • Lilia Mantai,
  • Stefan Hrastinski,
  • Rebecca Godwin,
  • Olov Engwall,
  • Henrik Dindas,
  • Marieke van Dijk,
  • Laura Ann Chubb,
  • Chrysi Rapanta,
  • Jimmy Jaldemark,
  • Sarah Hayes

摘要

This article examines how collaborative design practices in higher education are reshaped through postdigital entanglement with generative artificial intelligence (GenAI). We collectively explore how co-design, an inclusive, iterative, and relational approach to educational design and transformation, expands in meaning, practice, and ontology when GenAI is approached as a collaborator. The article brings together 19 authors and three open reviewers to engage with postdigital inquiry, structured in three parts: (1) a review of literature on co-design, GenAI, and postdigital theory; (2) 11 situated contributions from educators, researchers, and designers worldwide, each offering practice-based accounts of co-design with GenAI; and (3) an explorative discussion of implications for higher education designs and futures. Across these sections, we show how GenAI unsettles assumptions of collaboration, knowing, and agency, foregrounding co-design as a site of ongoing material, ethical, and epistemic negotiation. We argue that postdigital co-design with GenAI reframes educational design as a collective practice of imagining, contesting, and shaping futures that extend beyond human knowing.