Craig Cooper

DOI: http://doi.org/10.4208/itl.20260108

Innovative Teaching and Learning, Vol. 8 (2026), Iss. 1 : pp. 137–149

Published online:    2026-5

Abstract

This paper offers a speculative, reflective account of teaching with Artificial Intelligence (AI) in higher education from the perspective of an English for Academic Purposes (EAP) practitioner with a background in the visual arts. I currently convene EAP courses at Beijing Normal-Hong Kong Baptist University (BNBU), where I co-design and co-deliver EAP courses that integrate AI tools for reading, writing, listening, and speaking. The paper develops an analogy between AI in education and the “expanded field” of late-20th century art, where artists worked in conditions of uncertainty that resisted clear boundaries. I argue that AI similarly places education in a disorienting yet generative space of not-knowing, that risks closure when treated as a system of ready answers. Drawing from EAP course design and classroom practice, I position AI as both invisible architecture and interweaving force among disciplines. The central claim is that EAP can cultivate AI uncertainty productively, teaching students to ask better questions, document process, and embrace difficulty.

Keywords

English for Academic Purposes (EAP), Artificial Intelligence in education, speculative pedagogy

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