Co-creating Gen-AI imaginaries

Abstract

Educational futures are often shaped by techno-utopian narratives. Moving beyond technology-pedagogy dichotomies, this paper adopts the concept of entangled pedagogy to explore how GenAI and large language models (LLMs) can reshape inclusive language education. Using a speculative and scenario-based participatory design approach, we engaged pre-service and in-service teachers in envisioning future classrooms. Through imaginative case studies and recursive scenario development, we examine how imaginaries inform practical design for postdigital learning environments. The study focuses on teachers meaning making when given concrete and pedagogical scenarios of GenAI use cases co-created by human-AI interaction. The results reveal tensions between imagination and the imaginable, hope and caution, underscoring the crucial role of the sociocultural context, as well as the importance of human mediation in GenAI-driven futures.