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Disruptive Innovation or Institutional Betrayal? A Critical Examination of EdTech in Higher Education







Author(s)

XIAO Shufang

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DOI:10.17265/2328-2177/2025.05.007

Software Engineering Institute of Guangzhou, Guangzhou, China

This essay critically re-examines pedagogical authority in the age of artificial intelligence (AI) and hybrid learning. As AI technologies disrupt the traditional teacher-centered paradigm and hybrid formats dissolve spatial hierarchies, educational authority becomes increasingly distributed and relational. The essay deconstructs conventional models rooted in institutional hierarchy and physical presence, advocating instead for an ethics-driven, dialogic, and technologically literate approach. Educators must transition from authoritative figures to facilitators of critical inquiry, capable of guiding students through algorithmic structures and promoting inclusive, participatory learning. By embracing relational authority and transparent pedagogical practices, higher education can reclaim its transformative and democratic potential in a post-AI landscape.

Pedagogical authority, Artificial intelligence, Hybrid learning, Dialogic pedagogy