The exponential rise of generative AI, as exemplified by ChatGPT, poses a significant challenge to the traditional model of higher education, prompting a fundamental re-evaluation of its purpose. Rather than focusing solely on transmitting knowledge, universities must embrace an ontological shift, centring on students' existential development and cultivating an authentic voice with which to navigate uncertainty. This paper explores digital storytelling (DS) as a transformative pedagogical approach. Drawing on my experience of designing DS projects for university Mandarin courses, I examine how DS can foster reflexivity, personal growth and linguistic proficiency. Through analysing student work, reflection reports and interviews, I will argue that DS supports the ontological shift by encouraging self-directed learning and fostering a deeper engagement with identity. Preliminary findings suggest that students improve their language skills and develop greater agency and self-awareness — critical attributes in the age of AI.

Authors:
Sujing Xu, University of Nottingham, United Kingdom

About the Presenter(s)
Sujing Xu, Assistant Professor at Nottingham, currently researches agency development in Chinese international students and has published on China's cultural and creative cultural policy and language pedagogy.

See this presentation on the full schedule – Wednesday Schedule

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