Abstract
This research explores post-humanist perspectives on graduate attributes in the digital age, focusing on the implications of AI in higher education. Post-humanism challenges traditional human-centric views of education, prompting a re-evaluation of what constitutes a ‘successful’ graduate in an era increasingly shaped by technology. The rise of AI necessitates a shift towards more inclusive learning environments that recognize the potential contributions of both human and non-human actors, while also developing uniquely human capacities such as critical thinking, creativity, and emotional intelligence. This paper examines how AI can enhance traditional graduate attributes, for example, by providing AI-powered language tools to refine writing and communication skills, while also facilitating the development of new attributes specific to the digital age, such as digital literacy and AI collaboration skills. However, it also addresses the potential risks of over-reliance on AI, including the potential wearing down of uniquely human skills such as empathy and complex problem-solving. By integrating post-humanist theories, this study aims to deconstruct established norms within higher education, advocate for critical engagement with technology, and explore how AI can be utilized to augment human intelligence, thus ultimately ensuring higher education remains relevant and impactful preparing graduates to navigate the ethical and societal challenges of rapid technological change while sustaining the magnificent human behaviors of questioning, caring, and creating.
Presenters
Sakinah A. IsmaelStudent, Education Policy, Organization, and Leadership EdD, University of Illinois Urbana-Champaign, United States
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Post-Humanism, Artificial Intelligence, Graduate Attributes, Higher Education, Digital Age
