Efficiency at what cost? Salvaging constructive alignment from the GenAI hype

Abstract

Ease of use and access are leading educators to adopt generative artificial intelligence (GenAI) technologies to augment their practice in areas such as constructive alignment. Drawing on critical and post-digital literature to frame a critical discourse analysis, we interrogated grey literature on utilising GenAI in the constructive alignment process. We argue that while the current GenAI discourse promises efficiencies, the encroachment of automation into pedagogical design risks devaluing the educational process, undermining educator expertise and shifting constructive alignment towards an instrument of compliance. As such, educators must reclaim constructive alignment as a reflective, human-centred practice to safeguard pedagogical depth, improve design robustness and ensure that teaching remains a meaningful and enjoyable professional endeavour. Further, we contend that for GenAI to defensibly augment constructive alignment, it must transition from generic, Internet-trained assistance towards institutionally bounded systems configured around situated pedagogy, policy and institutional quality standards. By positioning GenAI as a reflective partner rather than an automated substitute, institutions can preserve educator agency and professional judgement. To support this shift, we also call for a repositioning of educational developer roles away from narratives of technology implementers back towards active collaborators in constructive alignment processes.

Implications for practice:

• Educators should critically engage with constructive alignment rather than automating it through GenAI to preserve pedagogical depth and meaning.
• Educators can strengthen learning design by using GenAI as a reflective prompt, not as a shortcut for efficiency.
• Educational developers need to assert their role as pedagogical collaborators rather than technology implementers.
• Policymakers and administrators should promote frameworks that value educator expertise and contextualised learning design over standardised automation.