Author: Nina Volles Figure 1: Ai-generated image The emergence of generative artificial intelligence (GenAI⇣) has intensified long-standing questions about the purpose of higher education. Early institutional responses have mostly focused on academic integrity⇣ and the perceived threat to assessment. However, recent research suggests that the real disruption lies elsewhere. GenAI reveals the fragility of curricular models built on performance, reproduction of knowledge and te

By Dr Nina Volles Every so often, a piece of writing lands not just in our inboxes, but in our gut. It disrupts. It clarifies. And it refuses to be shelved as “an interesting read”. Anne Menzel’s paper, Situating liberal rationality: unacknowledged commitments in progressive knowledge production and policymaking, is one of those. Published as SCRIPTS Working Paper No. 23, it challenges the foundational assumptions of how we think, work, and justify what we do in international

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