Micheal M van Wyk Editorial Commnets (Volume 7, 2025)
Read more about Inaugural open-access online issue of African Journal of Pedagogy and CurriculumThe accelerating presence of Artificial Intelligence (AI) and machine learning in contemporary education (in the 21st century) marks a profound shift; one that unsettles pedagogical traditions, reconfigures teacher-learner relations, and challenges the very foundations of epistemic authority. This special issue responds to the urgency of the "AI turn" by foregrounding postdigital transformative praxis as a critical lens through which to understand, resist, reimagine, and navigate AI-mediated educational futures.
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The postdigital condition compels us to move beyond simplistic binaries of human versus machine, digital versus analogue, or enhancement versus threat. Instead, it demands critical engagement with entangled sociotechnical worlds, where algorithms, bodies, institutions, cultures, and learning practices co-evolve. Within this shifting landscape, transformative praxis becomes a political, ethical and pedagogical imperative—one that foregrounds justice, agency, reflexivity and situated knowledge across educational sectors.
This special issue invites scholarship that interrogates how educators, learners, policymakers and communities negotiate the complexities of AI in early schooling, TVET environments, higher education, and non-formal or community learning contexts. We seek contributions that critically explore how postdigital theories and transformative approaches can shape more equitable, humanising and contextually responsive educational futures.
Read more about Special Issue POSTDIGITAL TRANSFORMATIVE PRAXIS AND THE AI TURN: CRITICAL INTERVENTIONS ACROSS EDUCATION
