Recent breakthroughs
in generative artificial intelligence (GenAI) have transformed higher
education, offering new possibilities for personalized learning and assessment.
This paper explores GenAI's impacts on education, focusing on business programs
as early adopters while extending to broader humanities contexts. We examine
GenAI's potential to enhance learning through adaptive systems and real-time
feedback, while addressing ethical dilemmas including algorithmic biases,
equity gaps, and academic integrity concerns. From philosophical and
sociological perspectives, we investigate how GenAI challenges traditional
notions of knowledge production, authenticity, and human agency in education.
The paper proposes an integrative framework for responsible GenAI
implementation that balances technological capabilities with human-centered
pedagogy through contextual adoption, ethical reflexivity, and redefined
evaluation metrics. We recommend assessment redesigns that validate authentic
learning and encourage a posthuman perspective that reimagines AI as
collaborator rather than tool, offering productive pathways for future
educational practice while preserving essential human elements of
interpretation, ethics, and relational capacity.
