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All Journal Online Learning in Educational Research Interdisciplinary Journal of Pedagogy and Research in Media Technology Journal of Vocational, Informatics and Computer Education
Md. Saiful Alam
World University of Bangladesh
Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other

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Gen AI for a generative or a creative generation: A gesture of a materialist orientation to contemporary L2 writing? Md. Saiful Alam; Adelina Asmawi
Interdisiplinary Journal of Pedagogy and Research in Media Technology Vol. 1 No. 2 (2025): Interdisciplinary Journal of Pedagogy and Research in Media Technology
Publisher : CV. SPDFHarmony

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64268/inspire.v1i2.65

Abstract

Background: In this age of omnipresent celebration of generative artificial intelligence (Gen AI) in education, what will happen to humans’ naturally acquired intelligence may be a million-dollar question. From the long-termism perspective and existential and humanistic worldviews, this question stands very relevant and legitimate.Aims: This paper aims to philosophically pose questions as regards the uncritical uses of Gen AI tools and deconstruct the meaning of AI-integrated writing, positing the phenomenon in the generational concern and futurism with the potential formation of writing habitus.Methods: By applying the method of theoretical reflection, this study employs a philosophical analysis and critically engages with the extant literature on GenAI-integrated academic writing. By doing so, the paper brings up the potential materialist perspectives on writing within the emerging discourse around the dominant orientations towards GenAI-assisted writing and thus interprets the implications for writers’ creative agency and cognitive contribution. Result: The analysis reveals that students (digital natives) of the present generation may exhibit a syndrome of being easily gravitated into the materialistic quicksand of the so-called “textual generation” while keeping themselves as “cognitive absentees” in the process of writing as a “knowledge creation.” Students’ overindulgence in availing Chat GPT’s generative service may develop a materialistic “generative habit” in students characterizing them as “faithful slaves” to Gen AI labor and as “intelligent dwarfs.” If this decoupling of natural intelligence from writing keeps fossilizing, the whole generation of student writers may turn into the “practitioners” of GenAI-assisted generation of contents and “escapists” and “skeptics” of creation of knowledge based on the contingency of natural human intelligence.Conclusion: The paper, therefore, advocates that it is high time to bypass the shortsighted, neoliberal triumph of writing as a GenAI-supported product or commodity for attaining marks and grades and, thus, reclaim the dignity and creative credits of students’ real scholarship by reorienting writing as a human intelligence-centric creation of real knowledge. 
Recognizing the Pluriversal Indigenous Ontologies for the Adoption of Gen AI in Glocal EFL Education: A Theoretical Reflection Md. Saiful Alam; Adelina Asmawi
Journal of Vocational, Informatics and Computer Education Vol 3, No 2 (2025): December 2025
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/voice.v3i2.266

Abstract

Since the emergence of generative artificial intelligence (hence, Gen AI), a newly created discursive wave has been pushing for the integration of the novel, non-human tool as both an inevitable and universally desirable ontology of technology-integrated language education. However, noticeably, this superficial celebratory narrative often overlooks locally valued pedagogical ontologies where Gen AI may appear as culturally foreign, pedagogically misaligned, and technologically impractical. Positing it within this ontological potential, the present paper takes a critical view on the universalist assumption of Gen AI-driven EFL teaching. By applying the method of theoretical reflections, the paper then argues for a “pluriversal” perspective that acknowledges localized epistemologies, classical pedagogies, and human-centered teaching traditions. In doing so, the paper draws on the key concepts, including glocalism, digital divides, technological foreignness, the value of pluriversality, contextualism and cultural-philosophical relativism. By highlighting these concepts, the paper contends that there are some legitimate antecedents for which some global South contexts may resist or remain unprepared or reluctant about the integration of GenAI in EFL practices. The discussion in this paper underscores that GenAI cannot be a one-size-fits-all solution. Otherwise, GenAI tooling of EFL education in indigenous lands may be positioned as a conflicting paradigm threatening the classical, humanist, unique pedagogical rhythm. Therefore, the paper calls for a localized theorization of Gen AI-integrated EFL education.
Confronting Professional and Cultural Barriers to Evidence-Based Teaching in University English Departments: An Auto-Ethnographic Study Md. Saiful Alam; Adelina Asmawi; Mohammad Hamidul Haque
Online Learning In Educational Research (OLER) Vol. 4 No. 2 (2024): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v4i2.404

Abstract

education, yet their integration in higher education remains underexplored, with most studies focusing on schools. This study aims to identify cultural and professional barriers hindering EBTP adoption among university lecturers through an autoethnographic approach. Using Flanagan's Critical Incident Technique (CIT) and personal journaling, longitudinal qualitative data were collected and analyzed within an interpretive framework. The findings reveal that deeply ingrained cultural capital and traditional professional practices significantly obstruct the adoption of EBTP, highlighting resistance to pedagogical innovation, peer learning, and student-centered teaching. These barriers emphasize the need for institutional reforms, professional development initiatives, and a cultural shift to foster evidence-based practices in higher education, contributing to bridging the gap between research and practice in pedagogy.
GPT Search for Revolutionizing Research for Early-Career Education Scholars: A Mediation and Multi-Modality Perspective Md. Saiful Alam; A H M Ohidujjaman
Online Learning In Educational Research (OLER) Vol. 5 No. 1 (2025): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v5i1.466

Abstract

In the domain of academic research, the ongoing discourse centers around the intersection between the integration of artificial intelligence (AI) and some critical phenomena including early-career researchers’ challenges, the co-evolution of AI and research methodologies, continuous innovation, reorientation, and multi-modal advancement of various AI tools. Against this backdrop, Open AI’s GPT Search has just emerged as a versatility step towards its Chat GPT 4.0. The present perspective paper explores how this novel search engine can make broader paradigm shifts in traditional research approaches in literature search, data analysis, and writing discussions. Grounded in the authors’ scholarship, subjective insights (authorial experimental observations), critical appraisal of the extant literature, and experiential engagement, this paper perspectivizes that with its mediation and multi-modality functioning GPT Search promises to support conducting literature searches that are uniquely helpful for semantic relevance, large search syntaxes, and aggregated and index-specific results from multi-databases in one single search command. Additionally, GPT Search can also transform early-career researchers’ labor-intensive manual data analysis into automatic but more efficient qualitative data analysis. Furthermore, this search engine offers a reverse approach to writing discussions for articles and theses. The paper is the preliminary perspective that is supposed to trigger further empirical studies to advance the ongoing discourse around AI-integrated research with special attention to the novel research tool i.e., GPT Search
Co-Authors A H M Ohidujjaman Adelina Asmawi Adelina Asmawi Mohammad Hamidul Haque