Article: The transformation of teaching ethics and knowledge authority in humanities classrooms of universities in the AIGC era Journal: International Journal of Innovation and Sustainable Development (IJISD) 2026 Vol.20 No.10 pp.62 - 78 Abstract: The deep intervention of artificial intelligence generated content (AIGC) technology in university humanities classrooms has triggered a structural crisis in teaching ethics and knowledge authority. Existing research mostly focuses on technological applications, lacking a systematic exploration of the 'ethics authority' transformation mechanism. This study first deconstructs the academic integrity, cognitive responsibility, and humanistic spirit challenges brought by AIGC. Subsequently, a four-dimensional evaluation index covering teachers, technology, environment, and students was constructed, and the necessity of using the fuzzy analytic hierarchy process (FAHP) was clarified - due to the inherent ambiguity of ethical indicators, traditional precise weighting methods are not applicable. Through case verification, the system can effectively quantify teaching effectiveness and identify ethical misconduct and authority transfer directions. The study ultimately proposes a path for teachers to transform from 'knowledge authorities' to 'intelligent guides', providing a theoretical framework for the ethical reconstruction of humanities classroom teaching in the AIGC era. Inderscience Publishers - linking academia, business and industry through research

Title: The transformation of teaching ethics and knowledge authority in humanities classrooms of universities in the AIGC era

Authors: Yuanyuan Zhang

Addresses: College of Humanities, Puyang Vocational and Technical College, Puyang, 457000, China

Abstract: The deep intervention of artificial intelligence generated content (AIGC) technology in university humanities classrooms has triggered a structural crisis in teaching ethics and knowledge authority. Existing research mostly focuses on technological applications, lacking a systematic exploration of the 'ethics authority' transformation mechanism. This study first deconstructs the academic integrity, cognitive responsibility, and humanistic spirit challenges brought by AIGC. Subsequently, a four-dimensional evaluation index covering teachers, technology, environment, and students was constructed, and the necessity of using the fuzzy analytic hierarchy process (FAHP) was clarified - due to the inherent ambiguity of ethical indicators, traditional precise weighting methods are not applicable. Through case verification, the system can effectively quantify teaching effectiveness and identify ethical misconduct and authority transfer directions. The study ultimately proposes a path for teachers to transform from 'knowledge authorities' to 'intelligent guides', providing a theoretical framework for the ethical reconstruction of humanities classroom teaching in the AIGC era.

Keywords: AIGC era; humanities classroom; teaching ethics; transformation of knowledge authority; FAHP; fuzzy analytic hierarchy process.

DOI: 10.1504/IJISD.2026.157301

International Journal of Innovation and Sustainable Development, 2026 Vol.20 No.10, pp.62 - 78

Received: 11 Mar 2026
Accepted: 01 Jun 2026
Published online: 27 Oct 2026 *

Title: The transformation of teaching ethics and knowledge authority in humanities classrooms of universities in the AIGC era

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