The Education Doctorate in the Context of Generative Artificial Intelligence: Epistemic Shifts and Challenges to Practical Wisdom
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| Title: | The Education Doctorate in the Context of Generative Artificial Intelligence: Epistemic Shifts and Challenges to Practical Wisdom |
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| Language: | English |
| Authors: | Danah Henriksen (ORCID |
| Source: | Impacting Education: Journal on Transforming Professional Practice. 2025 10(1):73-79. |
| Availability: | University Library System, University of Pittsburgh. 3960 Forbes Avenue, Pittsburgh, PA 15260. Tel: 302-831-1266; 302-831-4441; e-mail: dpjournal@pitt.edu; Web site: https://impactinged.pitt.edu/ojs/ImpactingEd |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Doctoral Programs, Education Majors, Artificial Intelligence, Natural Language Processing, Technology Uses in Education, Epistemology, Change, Knowledge Level, Decision Making, Ethics |
| ISSN: | 2472-5889 |
| Abstract: | The emergence of generative artificial intelligence (GenAI) fundamentally shifts how educational knowledge is created, shared, and validated. Through the lens of epistemic technologies--tools that transform knowledge creation and dissemination--we analyze how GenAI challenges traditional notions of practical wisdom in education doctorate (EdD) programs. Drawing on parallels with previous epistemic shifts like written language, print, and digital media, we explore how GenAI, as a generative, dialogic, multimodal, and sometimes unpredictable technology, transforms practitioner knowledge and decision-making. We discuss implications for EdD programs, emphasizing the need to balance AI integration with the preservation of human judgment and ethical decision-making to maintain practical wisdom for scholarly practice. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1462281 |
| Database: | ERIC |
| Abstract: | The emergence of generative artificial intelligence (GenAI) fundamentally shifts how educational knowledge is created, shared, and validated. Through the lens of epistemic technologies--tools that transform knowledge creation and dissemination--we analyze how GenAI challenges traditional notions of practical wisdom in education doctorate (EdD) programs. Drawing on parallels with previous epistemic shifts like written language, print, and digital media, we explore how GenAI, as a generative, dialogic, multimodal, and sometimes unpredictable technology, transforms practitioner knowledge and decision-making. We discuss implications for EdD programs, emphasizing the need to balance AI integration with the preservation of human judgment and ethical decision-making to maintain practical wisdom for scholarly practice. |
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| ISSN: | 2472-5889 |
