Abstract

The implementations of Generative Artificial Intelligence (GenAI) in higher education have been designed based on instrumentalist paradigms, which positions the technology as an administrative support or an instructional tutor. However, this utilitarian purpose overlooks the ontological potential of GenAI to act as a social agent in the context of collaborative learning. This study, adopting a Constructivist Grounded Theory approach, proposes a substantive theory regarding the integration of GenAI as a socio-digital peer learner to drive curriculum transformation in teacher education. The inquiry draws upon a heterogeneous dataset comprising repeated interviews with a global group of pedagogical and technical experts, triangulated with synthetic data derived from recursive dialogues with advanced Large Language Models (LLMs) and industry-based field observations. The study reveals that GenAI exceeds functional utility by establishing a motivational climate, providing emotional support, maintaining a non-judgmental zone, and co-constructing pedagogical knowledge. Consequently, the resulting theory advocates for a paradigm shift from technology-as-a-tool to technology-as-a-social-collaborator, proposing a transformative framework where future educators develop dialogic agency alongside their non-human peers.

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