(Re)framing Human Critical and Creative Skills: A Semiotic Approach to TNE in the Age of AI

This chapter presents the argument for the use of semiotic principles in the task of reimagining pedagogies for the age of AI. The challenges identified in the public debate around emerging AI technologies touch upon the matters of Otherness, conflicting constructions of truth, and the matter of fixed versus con- structed meaning, which are also prominent questions for Transnational Education endeavours, marking the entanglement of those two areas of enquiry. Part 1, presents an overview of the semiotic critique of AI; part 2, discusses how some core postulates from Semiotics, such as the semantic description and the idea of semiotic modelling, are relevant in pedagogical contexts both in the construction of prompting skills and as an important pillar to navigating the challenges of translation and cultural differences at the core of Transnational Education projects.