Triggering Reflection Through Ecotones: The Role of GenAI Vignettes

In the post-digital educational landscape, it is increasingly essential to understand how students develop profes-sional judgements about technology. This study explores how students from Social Education, Health Admin-istration and Coordination, and Digital Concept Development programs reflect on technology-mediated dilem-mas using a GenAI vignette. The vignette presented an ethically complex scenario designed to prompt critical reflection. A total of 95 students participated in collaborative writing reflection tasks, and selected students from each program participated in focus group interviews. Drawing on Dewey’s and Rodgers’ theories of reflection, the analysis shows that the students’ responses were shaped by their professional orientation: social education students emphasized relational ethics, health administration students focused on regulation and implementa-tion, and digital design students approached the scenario through usability and innovation. The findings suggest that GenAI vignettes can foster critical reflection on technology’s role in professional practice, supporting the development of ethically aware, reflective professionals. This method shows promise for preparing students to navigate digitally mediated work environments.