The Devil is in the details (of the task) and not in GenAI

The devil is in the details (of the task), not in generative AI The subject of artificial intelligence (AI) has proven to be a point of contention in recent times, with no clear resolution in sight. The aim of this paper is threefold: firstly, to elucidate the advantages and disadvantages of so-called artificial intelligence in the everyday life of members of the academic community; secondly, to give particular emphasis to the effects that the use of this tool has with regard to the development of modes of communication such as production and mediation (also understood as translation); and thirdly, to demonstrate how critical thinking and analysis, among the didactic aims of creative writing and others, can be promoted by using AI. Following a brief review of the literature on the subject, the principles outlined in Companion Volume of the Common European Framework of Reference (2020) were adopted and applied to a number of practical cases in higher education, particularly in ELT. The examples demonstrated that the concerns and apprehension that many insiders (specifically, teachers and educators) have justifiably raised about the pervasive (mis)use of these generative tools in education can be addressed by demonstrating that the potential constraints or risks are not intrinsic to the new technologies, but rather stem from the inadequacy of the assigned task and that a new approach to didactic challenges have to be adopted, following mutatis mutandis what happened and is still happening to the design and the development of new products.