Social Presence Literacy in the Age of AI: A Framework for Human-Centered Teaching

Generative artificial intelligence (AI) is rapidly transforming online higher education by increasing efficiency in instructional design, feedback, and communication. However, its integration raises important questions about preserving social presence and meaningful human connection in digitally mediated learning environments. This conceptual, practice-informed interdisciplinary synthesis examines the relationship between technological efficiency and relational engagement in asynchronous online education. Drawing upon Social Presence Theory, the Community of Inquiry framework, the Social Presence Model, social development theory, and research on human-centered pedagogy, the manuscript extends the Social Presence Literacy Framework) to AI-mediated instructional decision-making. The synthesis identifies three potential relational challenges associated with unintentional AI integration: the displacement of meaningful engagement through task automation, diminished opportunities for empathy and emotional attunement, and the erosion of human-centered teaching practices. In response, a five-step decision-making framework is proposed, connecting the SPLF dimensions of Knowledge, Application, Evaluation, and Creation to evaluating, identifying gaps, adjusting, testing, and refining AI-supported instructional practices. Although the proposed framework has not been empirically validated, it offers educators a practical approach to balancing technological efficiency with relational intentionality. The manuscript concludes by emphasizing the importance of reflective instructional judgment, student experiences, and institutional support in sustaining human-centered AI integration.