Multiliteracies, translanguaging and digital literacy in higher education: exploring the role of generative artificial intelligence

This paper investigates how multiliteracies pedagogy, translanguaging, and Generative Artificial Intelligence (GenAI) intersect in higher education language and literacy courses. Using a convergent mixed-methods design, we analyse two case studies. Case Study 1 is a GenAI-supported virtual exchange between undergraduates at a Greek and a US university (N = 24) who used AI image generators and translation tools to co-construct visual representations of cultural themes. Case Study 2 involves 20 students in Greek – English and Spanish – English online courses who used a digital learning platform with machine translation and peer review tools to design bilingual, multimodal brochures. Data sources include pre/post and post-activity surveys, learning analytics, multimodal artefacts, open-ended written reflections, and focus group interviews. Survey and analytics data were analysed descriptively, and qualitative data underwent thematic analysis; results were integrated through cross-case synthesis using the lens of design, repertoire, and transposition. Across cases, GenAI-supported activities fostered advanced digital literacies, dense translanguaging practices, and more inclusive participation, while also surfacing stereotypes, cultural inaccuracies, and risks of over-reliance on AI outputs. The study argues that when GenAI tools are embedded in multiliteracies- and translanguaging-informed designs and supported by critical AI literacy, they can extend rather than replace human judgement in students’ multimodal meaning-making.