Higher education (HE) is highly affected by generative artificial intelligence (GAI). While GAI can support personalized learning and give instant feedback (Krause et al. 2025), they also perpetuate racist and discriminatory content (Gengler, 2024), decrease critical thinking, argumentation and reasoning skills (Stadler et al.2024). In the Finnish HE context, Vartiainen et al. (2025) highlight the acute need for discussions on context-specific values and how they are considered in practice. In this multidisciplinary research project, which takes place as a case study at this institution, I aim to address some of these concerns by combining insights from education technology, philosophy and pedagogy.

This study critically examines how the use of GAI in teaching and learning challenges Bildung, as a core value of the University of Helsinki and Finnish education. The Continental tradition of Bildung is still central to Finnish HE. In this research I undertake a philosophical investigation into the meaning of Bildung and its practical applications from bell hooks’ critical pedagogy perspective, a key framework for understanding the role of GAI in HE. In this study I argue that bell hooks’ theory (2003, 2009, 2014) is the right lens for revisiting Bildung, given the issues of systemic oppression, equality and uncertainties about the role of teachers brought by GAI. With a focus on engaged pedagogy that enhances critical thinking, self-actualization, and democratic education, hooks’ philosophy can shed light on the type of teaching that could be provided to minimize the risks of GAI. Research data (documents, interviews with teachers and students, syllabi of courses using GAI and course design workshop data) will be analyzed using discourse analysis and discursive practice analysis. This study provides practical applications of philosophical thought which could be adapted by other universities seeking to provide values-based education utilizing GAI, based on their own values.