GenAI Tools in Academia: Pedagogical Problems Faced by Canadian Professors

Generative artificial intelligence tools have sparked a debate about their successful integration into post-secondary educational pedagogy, spawning varying responses from institutions of higher education worldwide. Assuming the disruptive nature of this technology and its potential for a paradigm shift in pedagogy, the focus of this paper is on the challenges faced by Canadian academics in integrating these tools and their responses to the evolving role of this new technology. Through a comprehensive literature review and analysis of existing policies and practices of 15 research universities in Canada, this study identifies problem areas associated with the management of learning assessments while underscoring the need for clear and ethically sound policies to empower Canadian professors. The paper concludes with recommendations for policy development and future research directions, emphasizing the importance of balancing innovation with ethical responsibility in the use of generative AI in the development and management of pedagogy in post-secondary education.