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Generative artificial intelligence (GenAI) now sits at the heart of the everyday rhythms of schooling and higher education, affecting how we plan lessons, communicate with learners, assess work and support wellbeing.

In this issue of the?½¿É«µ¼º½ Bites, guest editors Lixiang Yan, Lele Sha and Lili Yan?bring?together 11 timely posts that move us past headline hype to share practical insights into pedagogy, ethics and relationality in ³ó³Ü³¾²¹²Ô¨C´¡±õ collaboration. From early warnings about ¡®°ù´Ç²ú´Ç³Ù ³Ù±ð²¹³¦³ó±ð°ù²õ¡¯ and the seductions of hype, through dialogic designs that treat GenAI as a critical friend or empathetic assistant, to hard questions about integrity, feedback, trust, assessment and mental health, these pieces help educators decide not just what GenAI can do but when and why it should be used. Together, they offer a clear steer for teachers to adopt GenAI responsibly: foregrounding dialogue, aligning use of GenAI with learning outcomes, protecting academic integrity and ultimately nurturing the social bonds that make education human.

The contributions to this issue explore:?

• how calls to automate teaching cannot be separated from the social nature of learning and the labour politics of the profession
• the discourse of hype in research around AI in education
• AI as ¡®artificial observers¡¯ that capture multimodal traces and make teacher judgment more transparent
• how GenAI can become part of longer cultural dialogues rather than a shortcut around them
• a route to bring GenAI into teaching without displacing learning aims
• design principles and evaluation for empathetic digital assistants
• the use of AI in assessment as a present reality?
• the opportunities and risks of AI in higher education?
• AI for feedback generation?
• gaps in ³Ù±ð²¹³¦³ó±ð°ù²õ¡¯ visibility into ³¦³ó¾±±ô»å°ù±ð²Ô¡¯²õ everyday AI experiences and frameworks that underplay rights, risks and the needs of vulnerable learners
• GenAI’s links with social connectedness and mental wellbeing.