Abstract
This study critically examines the integration and impact of large language models (LLMs), such as ChatGPT, on higher education. As generative artificial intelligence (GenAI) has become increasingly embedded in society, its influence in higher education has raised important questions about its potential as an epistemic authority and whether educators should embrace its use. Drawing on reflections from three teacher-educators at two Australian universities, this chapter explores the impact on learning posed by GenAI. Central to the discussion is the challenge of discerning truth/s, the ethical dilemmas that GenAI platforms present, and the changing landscape of education in which the technology serves as a tool and topic of critical exploration.