Generative Ai In Higher Education: Philosophical, Sociological, And Pedagogical Perspectives

Recent breakthroughs in generative artificial intelligence (GenAI) have transformed higher education, offering new possibilities for personalized learning and assessment. This paper explores GenAI's impacts on education, focusing on business programs as early adopters while extending to broader humanities contexts. We examine GenAI's potential to enhance learning through adaptive systems and real-time feedback, while addressing ethical dilemmas including algorithmic biases, equity gaps, and academic integrity concerns. From philosophical and sociological perspectives, we investigate how GenAI challenges traditional notions of knowledge production, authenticity, and human agency in education. The paper proposes an integrative framework for responsible GenAI implementation that balances technological capabilities with human-centered pedagogy through contextual adoption, ethical reflexivity, and redefined evaluation metrics. We recommend assessment redesigns that validate authentic learning and encourage a posthuman perspective that reimagines AI as collaborator rather than tool, offering productive pathways for future educational practice while preserving essential human elements of interpretation, ethics, and relational capacity