Author ORCID Identifier
https://orcid.org/0000-0001-7145-1800
Abstract
This reflective paper presents a collective autoethnography through which we explore our lived experiences as coauthors and coresearchers on the postgraduate module Education in a Digital Society at the University of Leeds. Working together, we reimagined the existing module by integrating an AI enabled curriculum design approach and Problem Based Learning to create more dialogic, collaborative spaces for examining the challenges educators face and the futures they hope to shape. To support this exploration, we engaged in a structured reflective conversation within a digital collaborative space, guided by a question instrument informed by established frameworks. This enabled us to examine our experiences from student, educator and AI mediated perspectives, which was important given the module’s focus on teacher education and the participants’ dual roles as learners and educators. Our reflections suggest that this collaborative redesign process was transformative for the student participants and co-researchers, who recognised a shift in their thinking from control-oriented curricula to approaches centred on discovery. They valued the opportunity to work as co-designers of an AI enabled curriculum grounded in human–human and human-AI collaboration. The experience strengthened relationships, built new competencies and confidence, and supported empowered educational practice.
Creative Commons License
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Recommended Citation
Nerantzi, Chrissi; Chai, Zachary; Poradowska, Alexandra; and Pavlopoulou, Maria
(2026)
"We are the future, educators and students as co-creators in conversation,"
Irish Journal of Academic Practice:
Vol. 14:
Iss.
1, Article 2.
Available at:
https://arrow.tudublin.ie/ijap/vol14/iss1/2