“We believe that collectively, the articles in this issue highlight affirmative
approaches to using GAI in teaching and research. They highlight exciting potential
for how to embrace GAI tools within teaching and research, while also noting the
potential challenges that can arise in the process. They also speak to the importance
of continued research and experimentation, approaching their adoption and use in the classroom through a pedagogy of care. As this field—and the world at large—navigates the changes wrought by GAI on our processes of thinking and writing, it will be crucial that we approach these tools with nuance, critique, experimentation, and awareness of contextual factors. This special issue offers a step in that direction, and we hope it inspires ongoing dialogue as we all grapple with the transformative impacts of GAI.”