Re-thinking SoTL for the Age of GenAI

The rapid advancement of Generative AI (GenAI) necessitates a re-evaluation of established Scholarship of Teaching and Learning (SoTL) frameworks. This paper presents a novel approach to pedagogical research through the lens of diffraction, enabling educators to embrace uncertainty, build trust with technology, and reconceptualise practices in a GenAI-led education landscape. By offering five key propositions, this paper advocates for a multidisciplinary and context-conscious methodology that moves beyond traditional SoTL perspectives and reflective practice. The integration of GenAI into teaching and learning processes is explored as both a challenge and an opportunity, prompting a shift towards teaching innovation. We stress the importance of reimagining SoTL as a dynamic and inclusive field capable of addressing the complexities of a GenAI-driven world. Through our diffractive propositions, educators are encouraged to engage in transformative pedagogical practices that foster human and non-human entanglement, ultimately enhancing and advancing the learning experience in higher education.