Transforming Higher Educational Pedagogies in the Humanities through Artificial Intelligence

AI (artificial intelligence) is no stranger to education as it has been implemented extensively in education and is continuing to gain interest and attention (Chen, Chen, & Lin 2020:75265). AI has been part of education since the early 1950s to ‘understand and improve human and machine cognition’ in the advancement of education (Doroudi 2022:885). Understandably, this strive for educational advancement was mainly in the learning sciences, associated with computers, underpinned by behaviourism, and may not have had any consideration for other disciplines or theories in education that may be deemed as ‘antiscience,’ such as the humanities (cf. Doroudi 2022:895; Chen et al. 2020:75267). Consequently, it is construed that the situated learning theories did not only rise as a response to the limitations of cognitivism but also to that of AI (cf. Doroudi 2022:896; Chen et al. 2020:75267). The response from the situated learning theories to cognitivism and AI was immersing itself in qualitative research. While some of the proponents of situated learning leaned toward AI, this was not the dominant response (Doroudi 2022:897).