En annan verklighet?

Möten med generativ AI i gymnasieskolans svenskämne

Abstract

Another Reality? Encounters with Generative AI in the Swedish Subject at the Upper-Secondary Level. This article presents a qualitative study that investigates how upper-secondary teachers of Swedish engage with Generative AI (GAI). Drawing on interviews with eight teachers, the researchers analysed the perceived challenges and opportunities the technology poses and how it reshapes instruction and conceptions of the subject. The interviews were reflexively thematised, and the salient themes were elaborated through an ecological framework of teacher agency, which formed the basis for a metaanalytic discussion of subject specific educational approaches and the professional spaces for action they enable. The findings show that GAI can both transform teaching and learning and challenge task design, assessment practices, and relational dynamics in the classroom. The study further demonstrates how encounters with GAI can be critically understood as temporal movements in relation to surrounding social, material, and cultural resources. It also offers nuanced perspectives on constructive didactic stances and strategic choices regarding the teacher’s role and conceptions of the subject in relation to generative AI.