Toward GenAI-driven pedagogy

This paper reviews research on Generative Artificial Intelligence (GenAI) and its roles in education to establish a conceptual framework for GenAI-driven pedagogy. It begins by examining the distinctive features of GenAI in education based on a literature review, analysing psychological, pedagogical, and ethical concerns, and exploring key aspects that could define the scope of GenAI-driven pedagogy. The article then explains the global transition from modern/postmodern pedagogy to GenAI-driven pedagogy and emphasizes that GenAI-driven pedagogy can be understood as encompassing metasystems (systems of systems) within educational theory, curriculum theory, assessment theory, and general didactics. The article is based on the assumption that AI cannot replace teachers or teaching but can serve as a powerful assistant by saving teachers' time on lesson planning, providing insights for affordable didactic materials that match the proficiency levels of learners.