HomeAnnotated BibliographiesGenAI Pedagogical Partnerships with Generative AI in Higher Education: How Dual Cognitive Pathways Paradoxically Enable Transformative Learning Share: Section NavigationSkip section navigationIn this sectionAnnotated Bibliographies Affirming and Inclusive Engaged Learning for Neurodivergent Students Capstone Experiences Conditions for Meaningful Learning GenAI and Engaged Learning Global Learning Internships Learning Communities Learning on Location: Place-Based Pedagogies Mentoring Service-Learning Student-Faculty Partnership Supporting Neurodiverse and Physically Disabled Students Undergraduate Research Work-Integrated Learning Writing Transfer In and Beyond the University Reference List Entry:Wang, Shaofeng, and Hao Zhang. 2026. "Pedagogical Partnerships with Generative AI in Higher Education: How Dual Cognitive Pathways Paradoxically Enable Transformative Learning." International Journal of Educational Technology in Higher Education 23 (1): 11. https://link.springer.com/article/10.1186/s41239-026-00585-x.About this Journal Article: I recommend this article because it offers a more nuanced way to think about GenAI in higher education: not simply as a tool that weakens learning, but as a possible pedagogical partner when students use it strategically and critically. I especially appreciate how the article distinguishes between passive over-reliance and purposeful cognitive offloading, where AI can free up mental space for deeper reflection, synthesis, and transformative learning while still requiring students to remain vigilant, agentive, and intellectually engaged. Recommended by Robyn Edwards.
