When the rules of the game change: what happens when supervisors in teacher education degree projects are joined by AI?

Authors

DOI:

https://doi.org/10.7146/lom.v18i31.148664

Keywords:

AI, teacher training, critical discourse theory, student thesis

Abstract

Artificial intelligence is being increasingly integrated into our society, which is one reason higher education must adapt to this societal change. It also means that alternative discourses to the prohibited use of AI have entered the playing field for education. This study has been conducted in the middle of that process of change. The aim is to investigate how supervisors' social practices change when students are allowed to use AI for their degree projects. Qualitative interviews with eight supervisors were analysed using critical discourse analysis, which resulted in four practices: exploratory practice, supportive practice, differentiating practice, and controlling practice. The analysis also revealed a tension between the first two practices, which express a more future-oriented, progressive view of the degree project, and the latter two practices, which are more about preserving the traditional way of thinking about the degree project. The results show that AI's entry into the playing field, the degree project, tends to raise questions about how university teachers view education and knowledge. What the social practice of the degree project will be when AI is allowed is not something given or obvious. Instead, limits and technologies are tested and made helpful within the current rules.

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Published

2025-09-16

How to Cite

Stolpe, K., & Hedrén, S. (2025). When the rules of the game change: what happens when supervisors in teacher education degree projects are joined by AI?. Tidsskriftet Læring Og Medier (LOM), 18(31). https://doi.org/10.7146/lom.v18i31.148664

Issue

Vol. 18 No. 31 (2025): Generative AI in Nordic higher education: cases and pedagogical implications

Section

LOM 31: Generative AI in Nordic higher education: cases and pedagogical implications

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Copyright (c) 2025 Karin Stolpe, Sanna Hedrén

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