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Embedding generative AI literacy through academic development
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DOI：10.1080/1360144x.2026.2658429.png)
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Abstract
En 中文
Generative artificial intelligence (GenAI) is reshaping higher education, enabling innovation while raising tensions about authorship, sustainability, and equity. Many universities have shifted from prohibition to constructive engagement, but success depends on staff effectively translating policy into everyday teaching practices. At Southern Cross University, a professional learning module has built a capability for responsible GenAI use. Early outcomes showed higher confidence and assessment redesign, yet familiar challenges emerged: uneven digital literacy, authorship dilemmas, rapidly changing tools, and selective ethical attention. Academic development should move beyond tool training toward sustained, values-driven, internationally informed approaches that broaden ethical reflection and support consistent practice across institutions worldwide today.
Keywords:
Digital literacy
GenAI
community of practice
Journal
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