The emergence of ChatGPT and other Generative AI tools (GenAI) capable of producing human-like texts sparked debates concerning whether we are at the dawn of a new age of writing and meaning-making. Rather than weighing in on the potential impact of GenAI, this paper engages with the implicit sociotechnical imaginaries underpinning reactions to GenAI. One particularly evocative source for sociotechnical imaginaries are fictional texts, which can shape our shared imagination of possible and probable futures. Accordingly, I analyze two seminal works of fiction: Mary Shelley’s Frankenstein (Planet eBooks, 1818) and Franz Kafka’s The Trial (Echo Library, 1925). Frankenstein is regarded as an enduring myth that has shaped perceptions of artificial life. This paper sets out to explore the limitations of the ‘Frankensteinian sociotechnical imaginary’ by unpacking AI’s assumed modes of meaning-making along three axes: (1) agency, (2) relations, and (3) control. Within the Frankensteinian sociotechnical imaginary, AI is approached in anthropomorphic terms, emphasizing the struggle over control of meaning-making without reshaping its overarching logic. The Trial, in contrast, offers a lens that challenges common dichotomies underpinning the Frankenstein model: (1) highlighting the entanglement between AI and human intentionality in processes of meaning-making, (2) exploring human-AI relations as recursively shaped through the complementary tendency of humans and GenAI to generate and infer meaning, and (3) shifting the notion of control from a struggle over domination to an emphasis on how GenAI concurrently expands the available choices while limiting humans’ influence over patterns of meaning-making.

In this article the title was incorrectly given as "Review of Andreas Weich and Felicitas Macgilchrist (Eds.). Postdigital Participation in Education: How Contemporary Media Constellations Shape Participation" but should have been "Review of Andreas Weich and Felicitas Macgilchrist (Eds.). ( 2023). Postdigital Participation in Education: How Contemporary Media Constellations Shape Participation". Publisher's Note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

The executive leadership of universities internationally faces significant uncertainty in how to respond to ongoing technological innovation in a postdigital age. The current rapid progress in generative artificial intelligence (GAI) is exacerbating their plight. This study uses emergent research on GAI in learning and teaching to problematise the challenges of university education leadership in the face of such disturbances to core academic work. Considering the benefits and risks associated with the design of GAI, its inclusion in learning and teaching, and how it is reconfiguring the design of degree programmes and the strategies of local leaders providing support services through university organisational structures, this paper offers a principled ecosystemic approach to leadership that considers key elements for effective strategy implementation. The interrelatedness of strategy, governance, policy, management, and investment are discussed and a way forward for effective education leadership in a context of uncertainty is offered.

In this article, I explore the evolving affordances of artificial intelligence technologies. Through an evocative dialogue with ChatGPT, a form of a postdigital duoethnography between a human and an artificial intelligence algorithm, I discuss issues of knowledge production, research methods, epistemology, creativity, entropy, and self-organization. By reflecting on my own lived experience during this dialogue, I explore how human-artificial intelligence synergies can facilitate new insights and amplify human creative potential. As human-artificial intelligence entanglements activate multiple possibilities, I emphasize how understanding the impact of technology on individuals and communities becomes a critical challenge. In an era where the postdigital becomes the dominant narrative of science and education, the human mind will never be the same again. However, it is not given how human beings and artificial intelligence technologies are going to coevolve as parts of a complex postdigital confluence. Although I make no specific prediction of the future, I make the call for a relationship between humans and technology, informed by complex living systems epistemology, that will promote a more empowering postdigital narrative for individuals and communities. To this direction, this article introduces a methodological framework for the practice of postdigital duoethnography.

Abstract The article presents the concept of postdigital collective memory—a proposal that opens possible research fields for postdigital science and education. Postdigital collective memory is co-created between human and nonhuman beings and technological media, with the latter treated as sensitive sensors. In order to exemplify this concept, the article presents research results from field practices and design workshops conducted by the Humanities/Art/Technology Research Center at Lake Elsensee-Rusałka in Poznań and the prototype of the Sensitive Data Lake (SDL)—a digital environment project incorporating human and nonhuman actants and attempting to restore a shared narrative about a place whose history has been suppressed and has faded from public memory. This lake is one of many examples of what Tony Fry calls ‘total design’: it was created during World War II, through the forced labor of Jewish prisoners, as part of the Nazi expansion into the East; and the project attempted to redesign the environment and remove the local inhabitants. Following the theories that analyze the long duration of ‘total design’ (Fry) and the concepts of transitions design (Escobar), the author’s own Critical Media Design (CMD) method was applied to develop various experimental strategies for design and educational work related to the history and memory of the Elsensee-Rusałka site in the postdigital reality.

Digital tools, such as video conference technology, are currently transforming people’s behaviour, social relations, and learning processes in higher education. But the digital tools used in teaching and learning are also part of a dynamic capitalism. This article focuses on democracy and subjectivity in higher education and outlines a critical approach in this context. I revisit John Dewey’s philosophy to reflect on digital tools and the goals of education in a democratic society. Published more than a century ago, Dewey’s seminal book Democracy and Education is relevant as a constructive approach to combining learning, experience, habits, and tools. Dewey argued that dualisms between mind and matter, knowledge and nature, undermine a democratic society. For Dewey, a society would require communication and the sharing of experiences whilst education would require democratic aims beyond the individual. Yet the contemporary challenges include a ‘digital gaze’ where the technology makes subjects more visible and observed. Foucault’s analytics of power thus becomes a constructive supplement to Dewey’s focus on participation and modes of inquiry to fully examine subjectivity and democracy in postdigital higher education.