The Shift in Epistemic Authority in Higher Education in the Era of Artificial Intelligence: A Theoretical Analysis through Paulo Freire's Critical Pedagogy
Keywords:
Epistemic Authority, Critical Pedagogy, Paulo Freire, Artificial Intelligence, Higher EducationAbstract
This study theoretically examines the shift in knowledge authority within higher education during the Artificial Intelligence (AI) era through the lens of Paulo Freire's critical pedagogy. The widespread use of generative AI among university students raises concerns regarding learner passivity and the relevance of Freire’s framework in understanding this epistemic shift. Utilizing a qualitative conceptual analysis, this study examines Freire's Pedagogy of the Oppressed alongside indexed scientific literature from 2023-2026. The findings reveal three main patterns: a shift in epistemic authority from lecturer to AI, a transformation of learning interactions into a triangular lecturer AI student relationship, and two potential educational trajectories strengthening critical dialogue or reproducing banking education through technology. The discussion demonstrates that while generative AI cannot serve as a conscious dialogue partner, it can function as codified material or a generative theme to be critically examined. Thus, Freire's approach remains highly relevant provided AI is positioned as a spark for human dialogue rather than its final product. Ultimately, this study proposes the concept of 'shifting epistemic authority' as a new analytical framework for higher education.
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