Troubling artificial intelligence space to reflect on sustainable curriculum practices and the emergent cyborg identities among postgraduate students
Year: 2025
Type: article
Abstract: COVID-19 highlights the urgent need for reform of the postgraduate curriculum to address complex and rapidly changing global challenges. This study reflects on the formation of cyborg identities among postgraduate students, drawing upon Donna Haraway’s cyborg theory as these individuals navigate the intricacies of modern curriculum practices infused with artificial intelligence (AI). A cohort of eight postgraduate students enrolled in master’s and doctoral programmes participated in this study through a virtual participatory action research design. The study facilitated dynamic discussions and the exhibition of evolving student identities using platforms such as Yammer and various digital devices. Data were collected from online discussions and webinars, transcribed with the assistance of Fireflies software, and analysed using critical discourse analysis. The research reveals how the integration of remote learning and AI into curriculum practices uncovers a 'hidden curriculum' that merges human and cybernetic systems, suggesting a more commonplace presence of cybernetics in daily life than previously acknowledged. Furthermore, it underscores the significant influence of cyberspace on altering human consciousness and social identity, implications that extend into 'second life' realities and the experiences of post-educational curriculum innovation. These findings contribute to the ongoing discourse regarding the role of AI in education, highlighting the importance of ethical curriculum reforms that consider data privacy and aim to elevate AI for personalised learning experiences without reinforcing existing educational disparities. Situated within the thematic discussion, this research addresses pressing challenges and envisions the future of curriculum development through the lens of AI’s transformative capabilities.
Author: Molaodi David Tshelane
Institution: University of South Africa
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4413209604