Cultivating Empathy in the Age of AI

Technical Editing Pedagogy and the Ethics of Care

Bibliographic Data

ID22420254
AuthorsRachel Bryson (0000-0002-5746-7993, University of Utah, corresponding author), Thabata Fay (0009-0000-6128-4690, University of Utah), Zabrina Le (0009-0000-8188-196X, University of Utah), Emmerson Martin (0009-0002-9895-4090, University of Utah), Cora Romero (0009-0007-5675-8434, University of Utah)
Year2026
Volume35
Issue3
Pages339-354
Publication date2026-07-03
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueTechnical Communication Quarterly (JOURNAL)
Journal identifiersISSN: 1057-2252 • E-ISSN: 1542-7625
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/10572252.2026.2664859
OpenAlexW7162469594
LanguageEN
References cited41

This article examines generative AI’s affordances and limitations in technical editing through a care ethics framework. Using collaborative autoethnography, one instructor and four undergraduate students reflect on navigating care, GenAI, and author–editor relationships in a technical editing course. Findings suggest that GenAI can support novice editors as a communication tool but falls short of enacting the relational, context-sensitive care ethical editing demands. We call for editing pedagogy that foregrounds care alongside critical engagement with technologies.

Empathy · Engineering education · Ethical issues · Ethics of care · Higher education · Technical communication · Digital Education and Society · Ethics and Social Impacts of AI · Neuroethics, Human Enhancement, Biomedical Innovations

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