Telagogy: New theorisations about learning and teaching in higher education post-Covid-19 pandemic

Abstract Teaching history invokes the motif of ancient feud with dispute focused on meanings of learning. Learning meanings deriving from traditional theories such as behaviourism need abandoning post-pandemic. Emerging theories, including Non-Affirmative Theory of Education (NATE) with a strong social justice motif, ought to undergird new learning. This would provide opportunities for remote learning to develop into a socially-just empowering learning experience that derives from rooted cosmopolitanism and AI systems (telagogy). Telagogy would assume an asynchronous and technology-as-essence framework in lieu of the COVID-19 remote learning synchronous and technology-as-utility framework that mimicked in-person contact sessions. In the latter framework, learning comes under students’ control who can access it anywhere and anytime plus students can curate their own personal curriculum. A qualitative Empowerment Evaluation method, with 15 advanced, multi-disciplinary undergraduates (N = 15) was used to investigate effects of one of the AI systems, chat-Generative Pre-Training Transformer (chat-GPT) on students’ learning. A Team Formation Process developed by Pitso (2020) was used to analyse data. Findings show that chat-GPT lessen the time of doing an assignment and help students to be creative suggesting that undergraduate studies ought to shift to productive thinking.


Introduction
This study adumbrates key pointers to theorising about remote learning in ways that could provide universities with opportunities to further understand web-based learning beyond remote learning.It further explores emerging theories of learning such as Non-Affirmative Theory of Education (NATE) as a plausible theory to undergird web-based learning (Uljens & Ylimaki, 2017).Web-based Learning (telagogy) differs with remote learning in the following ways: • It is essentially asynchronous, that is, students learn at different times and can access learning at their own time, pace themselves which reduces panics in learning.Furthermore, students apply for assessment as and when they are ready without pressures of examination dates.Remote learning was conceptualised within a synchronous format so that learning took place at the same time and is essentially directed by the teacher even when done online.Pandemic period remote learning was essentially a response to a crisis and emergency created by COVID-19 pandemic.Post-pandemic, universities have an opportunity to theorise about and reimagine students learning beyond emergency remote learning.
• It allows for technology to expand to its highest iteration what is termed technology-as-essence (Heidegger, 1954(Heidegger, /1977)).In this format, technology can iterate beyond current human limitations that happen when technology is narrowly defined as utility which is an anthropological definition of technology.This anthropological framing of technology limits technological capabilities to human understanding to achieve operational efficiency in lieu of transformation of learning.Remote learning was thus anthropologically conceptualised within technology-as-utility, a human controllable tool during the pandemic crisis.
• Web-based learning (telagogy), in its highest iteration, brings out possibilities of remote learning developing to an online streaming service similar to Netflix.
• Telagogy also allows for students to curate their own personal curriculum and stream it like Netflix or Spotify playlist (Wright, 2020).This has implications for universities who would have to develop universal digital accreditation of these personalised students curricula.
The COVID-19 pandemic compelled higher education into hasty implementation of remote learning.Efforts were made to preserve the quality and integrity of remote learning despite its hasty implementation (Neuwirth et al., 2021).However, it appears that higher education was more concerned with maintaining vestiges of traditional classrooms and ensuring institutional operational efficiency.This has tended to vitiate exploration of new opportunities for reimagining learning in the digital age and theorising anew about it.Some of the benefits of remote learning was the potential to give greater freedom and control of learning to students leading them to be more flexible and enjoy greater freedom to learn at their own pace, anywhere and anytime (Torres & Ortega-Dela Cruz, 2022;Xhaferi & Xhaferi, 2020).This is quite a significant shift from traditional learning to learning under materially different conditions that leverage unprecedented expansion of the internet and Artificial intelligence (AI) systems such as chat-GP.This has exponentially increased technology accessibility via laptops provided for during the pandemic leading to a surge in the demand for web-based learning (Chaney, 2010).Xhaferi and Xhaferi (2020) argue that the benefits of remote learning to students, while there are issues of students self-motivation when learning online far outweigh individualised students challenges.They further advise that research that deepens our understanding of learning and gives greater freedom and flexibility to students ought to be developed.In this study, attempts are made to better understand web-based learning in terms of how best to undergird it.Key competences telagogy, a web-based learning experience ought to develop include technological savvy, rooted global citizenry (unity in diversity) and productive thinking.There is a need to also contribute towards enhancing use of social justice "equitable and just frameworks" (Haldane, 2022, 1) to shape the super-smart society 5.0.Fukuyama (2018) suggests that society 5.0 would intensify around 2025 and universities ought to be ready to adapt to these new global societal conditions.Eyring and Christensen (2011) suggest that most universities, unless they quickly adapt and innovate, are likely to go bankrupt or would be forced to merge as governments consider to fund students rather than universities (Wright, 2020).There are also important pointers to this web-based learning when conceptualised within rooted cosmopolitanism theory such as opportunities it provides to students to spend more time in their own communities.Rooted cosmopolitanism refers to the recognition that all of humanity belongs to a single community while acknowledging regional loyalties and allegiances as long as they do not vitiate our global allegiance to one another (Appiah, 2005).This telagogy allows students to learn more about the problems that communities face leading to what is termed learning within regional ontologies.This is some of the benefits of advanced forms of remote learning and as Neuwirth et al. (2021, p. 142) suggest: "this may facilitate future discussions on creating best practices guidelines for . . .virtual classrooms post the pandemic".

Theoretical framework
While learning has traditionally been underpinned by theories from Psychology such as behaviourism and Developmental Psychology, there is increasing pressure to reimagine learning beyond these traditions.An attempt has to be made to theorise about students learning using emerging theories such as NATE, undergirding remote learning via rooted cosmopolitanism, framing it within asynchronous, technology-as-essence framework and leveraging AI systems.

Non-affirmative theory of education as a base for telagogy
NATE explains learning as occurring within democratic citizenship with a strong respect for diverse cultures, ethics and epistemologies drawn from globopolitanism (Uljens & Ylimaki, 2017).Uljens (2023) views NATE as a theory suitable for a culturally plural global society that advocates for a multi-perspectival approach and use of equitable and just frameworks (Haldane, 2022) to redefine our global society.Uljens (2023) further argues that NATE promotes learning that fosters productive thinking rather than the conservative reproductive practices.NATE rejects learning that is uncritical of practices that subordinate learning to interests of external bodies.It refocuses learning to resolving problems of communities within which students reside and consider these contexts as the basis from which students source their essence.The traditional conception of learning has tended to ignore these lived experiences of students drawn from their communities and pursued teaching of pure logic and acontextual, hard-coded knowledge that was perceived as universal.Telagogy drawing from NATE refocuses learning to these lived experiences of students their and productive thinking as essential in redefining learning in the digital age.This view of students learning is important because student learning becomes a meaning-making exercise rather than an instrumental pursuit of learning outcomes.This redefines learning as invitation to reflective dialogue that pays particular attention on student intentional activities designed to resolve real practical problems rather than acquisition of disciplinary knowledge.This approach to learning relegates extant knowledge to that which can be accessed via AI systems such as chat-GPT the intent of which is to solve a community problem.The starting point of student intentional activity is a real problem drawn from a community of interest rather than disciplinary knowledge.Diverse knowledge forms become necessary in telagogy based on productive thinking and a concrete problem.Telagogy suggests that students should summon knowledge from within, that is, one drawn from students' communities.Students should then supplement localised knowledge with knowledge from multiple sources including knowledge from multi-disciplinary fields.This approach to learning shifts learning particularly undergraduate studies from developing reproductive thinking towards productive thinking (see Diagram 1): In this diagram 1, it is clear that learning occurs within directed thinking mode but has historically been focused on reproductive thinking with a strong mimetic epistemology of knowledge and industry-processes replication.Learning in the digital age which is essentially web-based focuses on productive thinking.Productive thinking develops students algorithmic problem-solving necessary in developing AI systems and heuristics that help with creative and innovative learning as well as in developing reasoned logic and use of artificial intelligence in students learning (Diagram 1).Productive thinking an essential aspect of telagogy embeds students in their contexts of origin (communities) so that whatever they learn resonate with community challenges.This is what Heidegger (1954Heidegger ( /1977) calls "regional ontological reality" as occurring within globopolitanism.Globopolitanism is the understanding that the world consists of diverse cultures, epistemologies and ethics learned within global regions so that students learn first about these regional realities before attempting to trot the world.The traditional framework of learning pursued universalism at the expense of regional realities and learning within NATE restores the essence of learning first from a regional perspective.Such learning accentuates intelligence attributes such as critical thinking, cognitive agility and self-reflection that invite students to a collaborative reflective dialogue with a shared obligation mantra.Shared obligations in comparison with individual obligations of traditional Taylorism "division of labour" insist on students joint active agency in resolving real community problems.Shared obligations bring forth two critical factors into play."Quality of will" which refers to the scale of commitment students demonstrate in attempting to resolve a community problem."Quality of will" is worth researching to determine the extent to which students believe they can solve a problem (self-efficacy), organisation of intentional activities that attempt to solve a community problem and courses of action designed to resolve a community issue."Knowledge of consequence", a second aspect of shared obligations deals with students becoming conscious about the negative implications of an unresolved community problem on the well-being of community members in line with the moral oath of primium non nocere (first, do no harm).Furthermore, this learning makes use of AI capabilities as critical tools in complex problem-solving in ways that advance productive thinking.Productive thinking is a type of directed thinking that includes the traditional intelligence quotient (IQ), multiple intelligences, artificial intelligence, and reasoning.Essentially, this study draws from heuristic problem-solving and artificial intelligence.Productive thinking draws largely from the 1945 Gestalt theory developed by Max Wertheimer, and refers to the intimate interrelationship between freedom as a condition of learning and freedom as a Gestalt quality (Wertheimer, 2020).Human freedom in learning, as a cynosure of all learning under productive thinking, is determined by conditions in the social field that hinder or foster free thinking.Free-thinking creates an inner space whose premiums are truth, equality, and justice, leading to self-aware students.The gestalt quality of a human "attitude towards challenges and Diagram 1 Taxonomy of thought.
opportunities that life" offers in real situations is at the heart of web-based learning as focused on improving communities' material conditions (Wertheimer, 2020, p. 255).In this sense, productive thinking "Should be a contribution to the enrichment of our science of thinking and problem-solving today, but above all an encouragement to every reader to take the risk and the pleasures of productive thinking in everyday life" (Wertheimer, 2020, p. 255).
The crux of productive thinking is the freedom and attitude towards learning that compels confronting big unknowns in real-life situations and beyond the limits imposed by disciplinary knowledge.Productive thinking also allows for the sensing of the limits of known knowledge in real-life situations that push for all-embracing, multi-disciplinary, and multi-perspectival approaches to real problems.This epistemology drives the underlying poiesis of productive thinking and complex problem-solving.The shift towards developing productive thinking, even from undergraduate studies, is necessitated by new digital techniques such as chat-GPT and other related AI-enabled techniques capable of automating all known knowledge and making room for students to develop their creative and innovative skills.As and when students require codified, known knowledge, chat-GPT, and other related AI-enabled techniques can always assist with high rates of accuracy.Creativity and innovation thrive based on human freedom to think without constraints and positive attitudes towards seemingly complex, real problems.This poiesis approach to learning and teaching compels new ways of theorising that potentially limit the strong traditional content replication delivery mode in teaching and places students learning at the forefront of the learning and teaching enterprise, assuming a more peripheral role with human lecturers working more on the background.It further compels a new mode of transitional mediation that involves human teachers and artificial intelligence collaborations that assist students to think more productively, creatively, and innovatively, leading to a new online learning method called telagogy that thrives on collaborative reflective dialogue.Another critical issue relating to web-based learning grounded on productive thinking is its contribution in making students own their community narrative.Frempong and Kadam (2022) suggest that this paradigm of web-based learning will serve as a methodological model that helps students work together to resolve real problems that improve the material conditions of students and their communities of interest thus bringing closer the social realities of students and their communities to formal learning encounters.The model is potentially transformative and interventionist in real social problems, and drives the ideals of sustainable development (Frempong & Kadam, 2022).

Rethinking learning for society 5.0
Society 5.0 started off in the Japanese government as a vision of how future global societies would look like when the capabilities of the Fourth Industrial Revolution were incorporated into our daily activities.Increasingly, society will depend on digitisation, artificial intelligence, green economy, and data, turning society 5.0 into a super-smart, data-driven society that is still human-centred (Degushi et al., 2020;Pitso, 2020a;Rahmawati et al., 2021).In this article, Society 5.0, set to intensify in 2025 (Fukuyama, 2018), is analysed in terms of how it shapes learning in higher education.One critical aspect of society 5.0 is its shift in economic activity from the traditional "Division of labour" (Castells, 2001) to "shared obligations" (Onday, 2022).Shared obligations in new learning entail a nonhierarchical structure in which all participants are of equal value and importance irrespective of their expertise, status in society, and positioning within an organisation.Once collaboration is established, all are equal, as the critical issue is the problem at hand.Hence, invitational students intentionality and reflective dialogue are central to web-based learning.Invitational intentionality suggests that participants take part in a collaboration voluntarily and driven by social justice ideals similar to an African community concept of letsema (working together for mutual benefit).Furthermore, it drives on a strong sense of vukuzenzele work ethic that illuminates the principles of arise and do it yourself rather than depend on others.Telagogy, in this sense, deals with responsibility responses to dire situations in a community and the harm it might cause when left unattended.Telagogy thus urges students to possess the willpower to tackle problems in real communities, particularly those that are likely to cause greater harm to the majority of people.Therefore, students in telagogy require easy access to data, smart mobile devices, and computers to obtain AI-enabled intelligent technologies that could contribute immensely to complex problem solving.Heidegger (1954Heidegger ( /1977) ) identifies two ways of framing technological use in various areas of our lives with varying degrees of outcomes-technology-as-utility and technology-as-essence.In technology-as-utility framework, technology is restricted to anthropological definition where technology is reduced to a controllable human activity.This is intended to protect organisational efficiency, sustain entrenched organisational culture and retain in students learning most of the in-person contact sessions' learning structure and experiences.In the study of first year and advanced undergraduates' experiences of remote learning, it was found that first-year students struggled to build relationships remotely and found it difficult to cope with remote learning (Photopoulos et al., 2023).Furthermore, advanced undergraduates found it easier to cope with remote learning.This explains why, in this study, advanced undergraduates became the population for the study.The prospects of technology developing beyond its anthropological remote learning conceptions mean that universities have to consider technology-as-essence framework in thinking about and theorising about students learning.In technology-as-essence framework, remote learning develops as technological advances occur meaning students learning would benefit from leveraging AI systems highest iterations such as online streaming of educational courses in mostly an asynchronous way.In order to understand asynchronous learning mode where educational courses can be accessed at students convenience, at different times and at students pace and from anywhere, it is important to consider synced and asynced meaning of technology.In synced learning, only a single-thread runs a programme or application at a particular time which is how remote learning occurred where students had to access online learning at specific times run on a strict timetable.Asynced approach to learning means that multiple-threats run many programmes leading to students accessing educational courses anytime, at different times and anywhere.In this way, students would even be able to curate their own personal curriculum from any university in the world.In this study, an asynced, technology-as -essence framework is used to better understand students learning hence it is forecast that in the next decade, students learning would stream like Netflix.Critical variables that were up for critical analysis in theorising about advanced remote learning were:

Application of technology in students learning
• Teacher-student interaction.In Photopoulos et al. (2023) study, advanced undergraduates seem to be the ones that stand to benefit more from learning executed mostly online and learning that gives greater freedom and control to students with lesser involvement of teachers.In other words, asynchronous, technology-as-essence framework would be better suited to advanced undergraduates learning as first-year students prefer direct communication with teachers.In this sense, telagogy as asynced learning experience and leveraging latest AI systems would benefit more advanced undergraduates.
• Students motivation when learning remotely.It appears that first-year students experience low motivation when working remotely than advanced undergraduates mainly because first-year students struggle with learning content and understanding learning materials (Photopoulos et al., 2023).
• Students collaborations.First-year students tend to agree that in-person contact sessions are mostly inimical to students collaborations, interactions and teamwork (McKenna et al., 2020).
• Commuting to University.Both first-year and advanced undergraduates agree.that the time taken to commute to on-campus sessions is negative and that remote learning provides time efficiency, convenience and easy accessibility of learning (Gherhes, 2021).
• Technical use.Recorded lesson videos, YouTube offerings, exams quizzes and asynchronous learning approach is considered as a critical way forward for theorising about advanced remote learning (Zimmermann, 2020).
• Workload.There appears to be presumed increased workload in remote learning from teachers and students (Alonso-Garcia', 2021).However, the workload increases during the COVID-19 pandemic were due to under-preparedness of teachers entrenched in on-campus sessions for remote learning.Digitising learning and learning materials for online learning would initially increase workload and under-use of knowledge already curated in AI systems such as chat-GPT would also increase workload.Furthermore, insistence on reproductive learning would achieve a similar feat.Telagogy would, in the medium to long-term, ease the workload of both teachers and students as shift from print to digital materials and infusion of AI systems become increasingly ubiquitous.

Conceptual framework
Learning has, over the years, relied heavily on theories of education drawn from various disciplines.This relationship between theory of education and learning has shaped how we understand, enact and evaluate learning.Our understanding of traditional learning is informed by three main theories of recapitulation and performativity later by psychologised theories.Recapitalisation theory as an offshoot of evolutionary theory explains learning as critical to Eurocentric cultural reproduction which later assumed a global scale meaning education of a child in the West served as a blueprint for global learning (Fallace, 2015;Guise, 1914;Oman, 2020).Fallace (2015) argues that given the dark ages of Europe, learning focused on cultural reproduction and turning students from savagery to "educated person" was well suited to the material conditions of eighteenth-century Europe.However, its generally unproblematised universal adoption across the global with its strong teaching of disciplinary knowledge and pure logic using a lecture mode (Skelton, 2005) has proven to be counterproductive.Its general focus on acontextual, universal knowledge proved a problem in situations where learning needed to be rooted and embedded in community issues which sought a highly particularised approach to learning.This rootedness to material conditions of a particular community in no way curtail individuals to pursue global issues but particularity serves as the basis for developing necessary skills for active participation as a global citizen.Another theory that further moved learning from its embeddedness in communities is performativity that shifted learning to serving neo-liberal economy through developing employable graduates (Skelton, 2005).Its essence was that learning ought to ensure efficiency of a neo-liberal economic system that benefitted an oligarch.Psychologised notions of learning such as those of behaviourism sought to reduce learning to reinforcement, use of incentives such as progression to next level of study, certification as extrinsic motivation and failure as punishment for lack of mastery of prescribed learning materials.
Critical theory sought to relocate learning to real problems in communities in order to improve material conditions (Freire, 1970).

Adumbrating key constructs of theorising about new learning: Telagogy
The following issues should be integral to thinking anew about learning and its relevance in Society 5.0: (1) Perennial grip of pedagogy in higher education teaching and learning.Pedagogy, a set of formal activities planned and executed by a corporeal "third-party in order to transfer uncontaminated mostly codified knowledge (first-party) to children (second-party).The primary purpose of higher education is to create and transfer knowledge; hence, research and teaching are at the heart of higher education its strategies and operations.However, its teaching, particularly at the undergraduate level, has tended to be conducted over many years on the basis of pedagogy.At the heart of pedagogy is the idea of "paidos" referring to a child and "agogos" meaning leading hence pedagogy is about leading a child towards a higher level of knowing although it is knowing, what is already known in the discipline or Community of Practice.Higher education students are young adults, so their relegation in teaching encounters to the status of children is infra dignitatum beneath their dignity.
Second, limiting their teaching to knowing what is already known in no way prepares them to tackle and confront big unknowns in the unpredictable and uncertain real world.Third, the use of mimetic epistemology as a teaching driver reduces students' ability to glorify parrots that reproduce what has been taught.Fourthly, this kind of teaching promotes what Bernstein (1990:9) calls "socially-empty trainability" hence the general marginalisation of productive complex problem solving in undergraduate studies.This kind of teaching must be challenged and eliminated at the higher education level.Another part of pedagogy that needs challenge and elimination is the corporeal third party (human teachers) in the learning encounters of the twenty-first century.The role demands and conceptions of responsibilities for human teachers will change significantly in society 5.0 learning.Given that pedagogy draws from the racist twentieth century recapitulation theory (Guise, 2014) later to the ratomorphism of behaviorism theory that considers humans as reactive to conditions determined absolutely by the external environment, it becomes an outmoded relic whose obsolescence is long overdue.Human behavior is purposive and draws from their active decision-making within their sociocultural reality, which draws from systems of meaning, values, and beliefs that shape their context.The primary motivators of human behavior ought to be big ideas of justice, truth, and equality in a world where all points of view are of equal value.These systems of symbols and their significance in particular contexts that give meaning to "education within" from students perspectives and "education without or from otherness" found outside students' perspectives but of equal value that ought to drive new learning, telagogy.The twenty-first century is noted by shifting mindsets towards progressive awareness of how "socially equitable and socially just frameworks should influence all human behaviours, which incorporates previously marginalised indigenous and traditional knowledge (Haldene, 2022, Editorial).These frameworks have become the core of the non-affirming theory of learning.A non-affirming theory of learning, similar to the non-affirmative theory of education, which is a broader concept, refers to non-hierarchical, non-siloed learning encounters that background the role of human teachers in allowing students to confront real, complex problems in their own communities and elsewhere using productive thinking skills, AI, and other digital techniques through collaborative effort.This is a new meaning of learning as "summoning within", that is, activating students agency to tackle problems that have immediate relevance to their material conditions and indeed without side-lining "summoning without or otherness" as long as its egregious white supremacist ideology and resist posture are eliminated.
(2) Traces of past presences in the twenty-first century and society 5.0 learning have to be eliminated.The notion that knowledge can be transferred without its historical context and without concern for the material conditions of students and their communities has to be erased from our new reality.It emanates from racist recapitulation theory as well as the theory of evolution later from the universalism of a Global North episteme and the impact of ratomorphism, which suggests that human behavior can be extrapolated from animal behaviors, particularly in terms of the use of punishment and incentives to regulate human behaviour.Grading, progression, and failure to meet the requirements of the next grades are all relics of behaviourism learning and teaching that generally marginalise the historical contexts of subjects, particularly STEM subjects.Engineering begins with Imhotep in Egypt, and engineering students have to know about this, so that the History of Engineering is taught as a compulsory module in all undergraduate studies.This means that the historical context of all subjects must include compulsory reading.Improving the material conditions of students and communities must be the primary concern for all subjects in higher education.This is the meaning of "summoning within", creating an inner space of greater awareness of issues of truth, justice, and equality, and working towards achieving such feats leading to better communities and society.
(3) The recognition that society 5.0 greatly signify the Anthropocene epoch noted for the use of advanced technologies in productivity, exponential population growth as a result of improved health services, and conspicuous consumption, the latter two of which negatively impact the earth and its ecosystems.Carbon imprints, climate change, and a shift towards a green economy have to be concerns in telagogy and society 5.0 noted for complex problem solving.In addition to tackling community problems, these big, global unknowns also require attention; hence, there is a need to promote cloud collaboration across global universities.At the heart of telagogy has to be a framework of truth, equality, and justice that would enable the tackling of avarice and narrow interests of opulent oligarchs who survive by redirecting global resources to a few of them.These avaricious agendas put extreme strain on Earth and its sustainability.
(4) AI and other advanced technologies as drivers of poiesis ought to underpin society 5.0 learning.Increasingly, learning in society 5.0 has to shift to the development of students' productive thinking, and thus, their creativity and innovation (see Diagram 1).

The research on chat-GPT
In an effort to test the efficacy of chat-GPT in educational settings, particularly with regard to developing students' innovative solutions, 15 advanced undergraduates drawn from Chemical Engineering (N = 5), accounting (N = 5), and logistics (N = 5) at one university in South Africa participated in this preliminary experimentation research.

Understanding chat-GPT: Its potentialities and limitations
Chat-Generative Pre-Training Transformer (Chat-GPT) is a transformer-based neural network with an enormous database that uses prompt engineering techniques that enable it to analyse input information that, in turn, allows it to provide mostly accurate answers.It proves to be effective in providing accurate answers to students' assignments, leading to questions about plagiarism, ethics, effort, and accountability of the work done by students.How is the students' work measured, and how do the answers come from chat-GPT?One possible solution to this conundrum is the need to shift learning from developing reproductive thinking to productive thinking, with an emphasis on creativity and innovation.Chat-GPT cannot generate creative or innovative ideas.Once students' work is based on the generation of creative and innovative solutions and ideas, they can account for work done and plagiarism would be eliminated, efforts accounted for, and their exercise became ethical.Chat-GPT can only automate known codified knowledge that renders teaching obsolete when underpinned by mimetic epistemology.Society 5.0 learning jettisons teaching as relics of the past.Chat-GPT is capable of being an invaluable companion in collaborative exercises.Pitso (2020a) has already shown how AI-enabled techniques such as Siri, Bixby, and Google Assistant have become critical in the interactions and collaborations between humans and intelligent technologies.Chat-GPT intensifies human-machine collaborations.Chat-GPT is evolving and should become a suitable source for research.At this stage, they tend to misunderstand the context and are incapable of critical thought, creativity, and innovation.However, it can be a useful tool during the ideation stage of the innovation process by supporting brainstorming.The only area where chat-GPT has not been tested in any meaningful way is on indigenous knowledge forms and in supporting epistemic justice, socially just, and equitable society 5.0.This research area is worth pursuing.

Use of chat-GPT in the stimulation of innovation
The 15 research participants met physically for the first time as a multidisciplinary collaborative team, meaning they had to identify real problems from their immediate communities and ideate how to approach the identified problem and how to incorporate chat-GPT into their discussions on possible solutions.Participants were trained on the innovation process (Diagram 2) and the concept of ideational bricolage.The process begins with ideation, consisting of generation of ideas or identification of real, pressing problems, selection of a promising idea or identified problem, and development of a framework to solve a problem or frame an idea.In the first stage of ideation, brainstorming has become a popular method of identifying and generating ideas, and chat-GPT is exceptionally good to help with idea generation.Participants needed to agree on a problem or idea to develop without any influence from third parties.A possible solution is based on a better understanding of the nature, scope, and scale of the problem.A problem or idea has to have a significant reach, that is, its solution or human convenience has to benefit the greater good and lead to improved quality of life and well-being.A prototype of a possible solution is designed, critiqued, and discussed from various perspectives, costs, and implementability (availability of resources, political will, and community involvement).The solution can be tested using immersive technologies we can it can be imaged and its efficacy determined.For the purpose of this study, participants were expected to focus on the first two stages of the innovation process.
Once the efficacy of the solution has been tested, the focus is on the development of a Minimum Viable Product and subsequently a Maximum Viable Product (MVP-1 and MVP-2) for scaling purposes.The post-incubation stage is intended to develop MVP-2 based on feedback from beneficiaries.
Few studies have determined the effectiveness of chat-GPT in developing human innovations.It has proven to be a valuable companion in brainstorming sessions within collaborative encounters.Bleier et al. (2020)  ideation stage, where ideas and problem generation and problem selectionvc/c//.v, and articulation leads to the generation of concepts that could assist in the resolution of the problem or clarify a promising idea leading to a solution or idea development.The AI-augmented double-diamond framework increases the capacity of the generated ideas or problems via the use of chat-GPT.

Population and sampling
Advanced undergraduates in Chemical Engineering, Accounting and Logistics formed the population of this study.Bouschery et al. (2023) showed that chat-GPT enables cloud collaboration, thus allowing for collaboration across the globe and in real time.Purposive sampling, a non-probability sampling technique, was used in this study.A purposive sampling technique meant that advanced undergraduate students had to meet all the requirements of the set criteria to qualify as research participants.

Criteria for selection
(1) Young adults who studied Chemical Engineering (N = 5), accounting (N = 5), and logistics (N = 5) at an advanced undergraduate level were selected on the basis that three had to be females and two males to deal with the historical underrepresentation of females in research.
(2) The research participants had an academic record averaging 60% to participate in the study.
It is important for students to have a good academic record.The assumption was that students who perform well academically tend to shun creativity and innovation, and hence, productive thinking.They were generally risk and innovation averse, which is vital for the purpose of the study.
(3) The participants had to come from rural, peri-urban, and township communities because of their underdevelopment status, thus providing more opportunities to identify real problems that beset these communities.This approach meant that the problem to be addressed in students' collaborations had direct relevance to the material conditions and well-being of the students.It provided reasonable basis for learning to begin with "education within" approach meaning all efforts of learning in society 5.0and using a telagogy method of learning had to direct students to real problems that are relevant to the student.Learning in this way makes formal learning relevant to students and their communities.Chat-GPT would then provide other established knowledge forms that could potentially contribute towards better solutions, giving substance to the value of "education without or otherness" as a critical resource in the search for solutions that can optimally resolve a problem in hand.The evidence collected in this study enhances the development of learning (NATL).NATL gives primacy and recognition to knowledge of one's context as supplemented by other knowledge forms from other contexts, including codified knowledge, which is considered universal and unproblematic.The overarching aim of complex problem solving is to find an optimal solution to the problem at hand (Diagram 4).

The research method
The study followed a five-step research design that involved the following: (1) Research participants familiarized themselves with the chat-GPT.Participants had to upload the chat-GPT on their mobile phones or laptops, whichever was convenient.The free version of chat-GPT provides only two opportunities to ask questions per day; otherwise, you need to upgrade to a premium where you have unlimited opportunities to do so.For the purpose of the study that encouraged collaboration, participants were advised that they had 30 opportunities per day to ask chat-GPT questions which was, for the purpose of the study, quite adequate.At this stage, it did not matter what questions students asked, as long as they were fiddling with chat-GPT to grow in confidence in terms of its usage.Participants worked as a team so that when one participant used his/her two opportunities, the other participants were part of it.
(2) Participants then identified multiple problems that beset their communities and developed a deeper understanding using chat-GPT.The reverse brainstorming technique was used in this study.It entails selecting two or more of the brainstormed problems and reversing each of them, that is, paint worst-case scenarios and identifying some of these worst scenarios by asking chat-GPT.Based on the worst-case scenario of a problem, data related to a problem, such as interviewing affected communities, are used to understand how the problem is impacting their lives and well-being.This study helped participants to select problems that beset neighbouring communities because of the practicality of interviewing communities surrounding this urban university.Under normal circumstances, funding must be provided for participants to travel to the communities of interest.
(3) The selection of a problem depends on its degree of severity in the lives of the community of interest, how their lives improve when the solution is found, including offering employment, enabling economic activity, and empowering a community to find solutions for themselves in the future.
(4) Gather data and concepts that could assist in framing a possible solution.Suggestions from the community of interest ought to be solicited, as well as data from participants' discussions and chat-GPT.At this stage, it is also important to reverse the worst-case scenario of a problem to generate ideas that were never thought of before.These ideas should lead to framing of solutions.
(5) This is the stage of prototyping a solution

Results
The findings presented here were analysed in terms of Pitso's (2020b) group dynamics stages called the Smart Team Formation Process and includes:

Pre-connectivity
Students were exposed to chat-GPT and this stage involved testing it out on their assignment samples.Some psychological variables such as motivation and emotional support were observed meticulously.The findings show that chat-GPT is easy to prompt for advanced undergraduates given that their technology use in learning improved during the pandemic plus it lessens the time of doing assignments quite significantly.The ease of technology use has proved valuable in increasing students' motivational levels and students collaboration provided the necessary peer emotional support.It took research participants 30 free prompts to fiddle around and familiarize themselves with chat-GPT (P-30 = 0).Chat-GPT in free mode offers two opportunities to ask questions, and 30 prompts represent one-day allowable prompts in the free mode for the 15 research participants.Once the participants were comfortable with the use of this technology, the collaboration shifted to determining a real problem that they could pursue.
Diagram 4. The modified empowerment evaluation method.

Connecting/Connectivity
As students identified a community problem to tackle, initial apprehension and doubt decreased substantially as students became more proficient in using chat-GPT in framing the identified problem and working together.Various ideas were shared, but finally, students settled on finding students committed to finding solutions to a pressing problem of potholes in the country that compromised vehicle mobility for business and personal travel.In the business sector, potholes, together with energy load shedding (energy reduction), resulted in the fourth decrease in South African economic growth by 1.3% in the fourth quarter of 2022.
The potholes problem was real and impacted people negatively in terms of increasing unemployment, underemployment, and closure of SMEs that could not afford the cost of inbound logistics, especially those in retail business.

Early superficial learning
As students prompted chat-GPT to better understand the problem at hand, some basic understanding of the problem developed but was insufficient as it lacked depth.In attempting to understand and find solutions to potholes and various techniques for fixing them, research participants prompted chat-GPT and received the following response: A pothole is a hole in a road surface, caused by wear and tear or erosion of road pavement.It can occur due to various factors such as heavy traffic, weather conditions, poor drainage or inadequate road maintenance.Potholes can cause damages to vehicles, accidents, and can be a hazard to pedestrians and cyclist.They can also lead to costly repairs and maintenance for roads and highways.Drawing from this definition, research participants decided on the following sub-projects for further analysis and understanding: (1) The costs of unrepaired potholes to business, particularly SMEs, in immediate communities of interest and decided on a survey of SMEs in immediate communities to determine the impact of potholes on the solvency of SMEs.
(2) The costs of accidents caused by potholes on the Road Accident Fund (RAF) and fuel levy fund this initiative by visiting the RAF website.
(3) The impact of potholes on the ambulances logistics This exercise was intended to determine whether a problem at hand had a significant reach, that is, whether it was worthy of the efforts of its resolution and the resources that needed to be committed to it.Brief interviews with the research participants showed that they were never exposed to this kind of problem or the knowledge that chat-GPT provided.Chat-GPT was consulted on the provision of information on the existing methods of pothole sealing.Chat-GPT responded as follows.
(1) Cold patching: This method is one of he quickest and most popular ways to fix potholes.It involves filling the pothole with a pre-mixed asphalt mixture and compacting it with a tamper to make it level with the surrounding surface.
(2) Hot Mix Asphalt: Hot mix asphalt is a more permanent solution for potholes.It involves heating the asphalt mixture in a hotbox, pouring it into the pothole, and then compacting it with a roller.This method provides a smoother and loner-lasting repair.
(3) Milling: Milling involves removing the damaged asphalt surface and replacing it with a new layer.This method is usually used for larger potholes or when a section of the road is severely damaged.
(4) Crack Filling: this method is used for small cracks in the road surface.It involves filling the cracks with a rubberized sealant to prevent water from entering the pavement and causing further damage.
(5) Full-Depth Reclamation: Full-depth reclamation involves recycling the damaged pavement by pulverizing it and mixing it with new asphalt.This method is used for heavily damaged roads or when a complete pavement replacement is needed.
(6) Infrared Repair: This method used infrared heating to melt the existing pavement and then add new asphalt to fill the pothole.It provides a seamless repair and is often used for high traffic area.
While these traditional sealants of potholes are important, there is a need to find the latest effective ways of sealing potholes, and chat-GPT offers a disclaimer and some suggestions such as spray injection patching and pothole patching with polymer-modified asphalt.
As an AI language model, I don't have up-to-date information on the latest methods to fix potholes.
Research participants continued with their brainstorming and consulted chat-GPT for suggestions on the latest developments in pothole sealing.Chat-GPT made the following suggestions: Using recycled materials such as plastic or rubber to fill in potholes . . .experiment with selfhealing asphalt.Use of drones to identify and map potholes for faster and efficient repair.

Intense interactivity
Students realised that chat-GPT does not help them solve this complex problem and undertook to conduct some interviews with local municipality and some community members to better understand the problem at hand.Students with gained emic perspective prompted chat-GPT on possible innovative solutions.Students, at this stage, tended to show a deeper understanding of the problem.The benefits (cui bono) of the chat-GPT-suggested ideas to the community of interest are the development of pothole sealants using recycled plastic and rubber materials opens new economic opportunities for those at the bottom of the wealth pyramid.Repurposing recycled rubber and plastic would serve as an innovative sealant but also contribute to the circular economy, with an emphasis on redesigning or repurposing recycled materials to reduce the impact on earth by reducing the use of raw materials in product development.When prompted by the use of rubber and plastic as pothole sealants, chat-GPT responded: I cannot give steps on how to fix potholes using rubber and plastic as i cannot confirm the validity and safety of the process.

Maturing
Increased focused on the problem meant that students were increasingly moving into better working conditions where there is greater understandings amongst themselves.This confirms that this is a new area of pothole sealants requiring further development, which is a big innovation opportunity.When probed for self-healing asphalt, chat-GPT explains the process of using microcapsules with a healing agent that is activated automatically when cracks become visible, but acknowledges the following: Self-healing asphalt is a promising technology that can improve the durability and, longevity of roads, reducing the need for costly and time-consuming repairs.

Deep learning
Students were easing into working together without supervision and gaining greater control over their own learning.There was also increasing realisation that hard-coded knowledge even from chat-GPT was inadequate and new ideas would have to be generated if the problem was to be solved.Students then prompted chat-GPT for some innovative solutions to the problem.Students then discussed the ideas and converged on some few ideas that showed promise of solving the problem.This is further evidence that self-healing asphalt sealant is a work in progress that is ripe for innovation.The plastic and rubber sealants will benefit greatly from the communities of interest of the students who participated in this study.Communities of interest to research participants are strong in the first two stages of recycling, collection and sorting, but weak in repurposing or redesigning.This innovative idea would enable recyclers to participate in the redesign and repurposing stage of recycling, which is where the money is made, thus contributing to improving the material conditions of recyclers.

Resolution
In this stage, students developed an understanding of how a prototype of the solution could be crafted.Experiments on self-healing asphalt and the possible use of alternative chemicals to enhance the reaction of hurt asphalt on the road surface could result in advanced maintenance forms of pothole rehabilitation.Designing and testing pothole-mapping drones would ensure highly efficient means of identifying potholes, resulting in faster and more efficient repairs.For the purpose of the study, it was enough that the ideation process was able to generate, with the help of chat-GPT, innovative ideas that could be processed further in Innovation Hubs.The technology-assisted ideation process fosters productive thinking and leads to innovative ideas.These ideas could, with further focus, graduate from MVP-1.This is one of the crucial features of telagogy that entails "education within" as the starting point of learning and involves real problems sourced within immediate communities of interest then bring into the fold of problem solving "education without or otherness" that are drawn from codified and sometimes curated knowledge available across the globe and mostly on the Internet now on chat-GPT.Often, this knowledge is available in textbooks, articles, and undergraduate and graduate studies but is now mostly captured in digital techniques such as chat-GPT.These are new spaces for theorising about learning in society 5.0 within the emerging non-affirming theory of learning consisting, at this stage, of "education within" and "education without or otherness" and their combined enablement of telagogy.Telagogy is strong in complex problem-solving and productive thinking (poiesis), as underpinned by the Gestalt theory.This is how the creation of telagogy shapes up.

Critical discussions
New theorizations about learning ought to consider the concept of society 5.0 in terms of whether it has adequate justificatory warrant as a credible and legitimate concept worthy of scholarly gaze.Some scholars were brave enough to call it conceptual nonsense (Banholzer, 2022) but an exponential increase in scholarly articles and books suggests that society 5.0 goes beyond this negative framing.It is suggested that Gerring's (1999) Criterial Framework for Understanding Concept Formation in the Social Sciences be used to determine the worth of society 5.0 as a credible concept.In this study, society 5.0 is surmised as a legitimate, credible concept.Another concern in this study is the use of "equitable and just" frameworks to guide the development of telagogy as new learning in society 5.0.This matter brings into sharp focus the current raging debates between the Global North episteme as the only dominant and driving epistemology of knowledge in the world and the general marginalization of equally legitimate epistemes from the Global South.The universalization of the Global North episteme as an unproblematic and universal knowledge form has to be challenged if the use of new, inclusive frameworks is to guide society 5.0.Connel's (2007) book "Southern Theory: The Global Dynamics of Knowledge in Social Sciences" provides the basis for interrogating the use of these new equitable and just frameworks in theorizing about telagogy.Telagogy suggests that undergraduate studies could begin with current conceptions of learning during the transition for about two years, but students ought to migrate to telagogy once they become advanced undergraduates.Understanding education as "summoning" from Non-Affirmative Theory of Education (NATE), a variant is being developed in this article as a Non-Affirming Theory of Learning (NATL) with focus on "summoning" combined enablement of "Education within" and "education without or otherness" that accentuate development of learning that leads to productive thinking through focus on real problems drawn from communities of interest to students.NATL shifts learning epistemology from mimesis to poiesis which pushes creativity and innovation that have historically been marginalized in the discourse of mainstream undergraduate studies (Pitso, 2019).
Scholarship of Teaching and Learning (SoTL) has also been implicated not only in adequately interrogating, challenging, and eliminating the underlying problem that reduced global teaching to the learning of a white child as a blueprint of all teaching and general marginalization of other forms of teaching.Western education and its underlying racism and ethnocentricity are rarely transparent.A strong commitment to equality and justice in SoTL can be questioned.A professed search for truth can also be tested.Boshier and Huang (2008) attempted to warn SoTL of unequal treatment that emphasises researching teaching, relegating, and treating students learning as an eventuality of researching teaching.Over time, SoTL has betrayed equality in the treatment of teaching and learning.SoTL had not sufficiently problematised, critiqued and accentuated the concept of "pedagogy" in higher education despite its origins as a child-centered teaching method that originates from the racist Recapitulation Theory of Education.In Scandinavian universities, the concept of pedagogy is defined as "pedagogical competence" (Asa Ryegard & Olsson, 2010).Boshier and Huang (2008) correctly compel adult education insertion into SoTL as universities, as higher learning deals with young and mature adults.Furthermore, they advocated for learning to be at the heart of SoTL efforts rather than teaching making for the early formation of the idea that teaching ought to be ditched as a relic of the past.
have shown how open-sourcing AI technologies can enhance company innovation capacity.Bouschery et al. (2023) further demonstrate how the AI-augmented double-diamond framework contributes immensely to the innovation process (Diagram 3).It is particularly relevant in the Diagram 3. The telagogic innovation process.