Learning to work with the black box: Pedagogy for a world with artificial intelligence

Abstract Artificial intelligence (AI) is increasingly integrating into our society. University education needs to maintain its relevance in an AI‐mediated world, but the higher education sector is only beginning to engage deeply with the implications of AI within society. We define AI according to a relational epistemology, where, in the context of a particular interaction, a computational artefact provides a judgement about an optimal course of action and that this judgement cannot be traced . Therefore, by definition, AI must always act as a ‘black box’. Rather than seeking to explain ‘black boxes’, we argue that a pedagogy for an AI‐mediated world involves learning to work with opaque, partial and ambiguous…