Abstract

Generative artificial intelligence (AI) tools are profoundly transforming learning, teaching and assessment in higher education. These tools present a major challenge for academic language and learning (ALL) advisers, as they are increasingly capable of performing many of the individual learning support functions that ALL advisers have traditionally provided to students. This conceptual article reimagines the role of ALL advisers in an AI-dominated world. Through applying the theory of practice architectures, it argues refocusing on four areas of practice: professional learning for educators, AI literacy, peer learning communities, and self-regulated learning. By embracing these areas of practice, and through collaboration with other third space professionals, ALL advisers can leverage the opportunities presented by AI to adopt a leading role in building staff and student capabilities essential for delivering a contemporary high-quality university experience.

RAS ID

82103

Document Type

Journal Article

Date of Publication

5-30-2025

Volume

22

Issue

2

School

Centre for Learning and Teaching

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

Publisher

Open Access Publishing Association

Comments

Kelly, A., Strampel, K., & Lynch, A. (2025). Reconceptualising the role of academic language and learning advisers in the artificial intelligence age. Journal of University Teaching and Learning Practice, 22(2). https://doi.org/10.53761/7vvt5q37

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Link to publisher version (DOI)

10.53761/7vvt5q37