Collaborative Autoethnographic Reflections on GenAI in Higher Education: A Cross-Disciplinary Perspective

Abstract

This study seeks to examine and understand the role of generative artificial intelligence (GenAI) and its influence on higher education through an autoethnographic approach. Through collective reflection on the observations and practices of four faculty members in a medium-sized public university, this study offers insights into the discourse on GenAI and its educational and cultural implications. The study’s conceptual framework integrates the New Literacies with the Micro-Meso-Macro levels, guiding four faculty members’ reflections, perspectives, and practices on AI use. Data sources include focus group interviews and journals. Findings show the four faculty members' varying levels of understanding and knowledge about AI. Faculty members expressed concerns about AI ethics, such as AI transparency and academic integrity. This study highlights the importance of community support and engagement for faculty AI literacy, yet notes frequent concerns about limited resources. The study also highlights a need for further exploration into differentiating AI literacy for educators and reconceptualizing the learning culture within the context of AI.

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