[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-587376-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-587376-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","the-2026-emerging-technologies-disruption-framework-understanding-ai-disruption-in-digital-learning-table-of-contents","The 2026 Emerging Technologies Disruption Framework - Understanding AI Disruption in Digital Learning - Table of Contents","","The 2026 Emerging Technologies Disruption Framework explains how generative AI has reshaped higher education since 2022 and addresses the absence of a shared way to define, evaluate, and assess AI-related disruption. The report synthesizes evidence through a three-phase approach: scoping review, Delphi-based framework development and validation, and discourse analysis across public and professional contexts. Results show disruption is multidimensional, unevenly distributed, and interpreted differently by stakeholder groups, with pedagogical and learning impacts overrepresented while governance, operations, infrastructure, workforce, and accessibility remain underexplored.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-2026-emerging-technologies-disruption-framework-understanding-ai-disruption-in-digital-learning-table-of-contents/587376/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-2026-emerging-technologies-disruption-framework-understanding-ai-disruption-in-digital-learning-table-of-contents/587376.png","ImageObject",300,407,{"name":42,"@type":43},"วิน","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What gap does the 2026 Emerging Technologies Disruption Framework address?","Question",{"text":63,"@type":64},"It addresses the lack of a shared framework for defining and evaluating the broader nature of GenAI disruption in higher education.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the ETDF developed in the report?",{"text":68,"@type":64},"The report uses a three-phase design: a scoping review, a Delphi study to refine and norm the framework, and a discourse analysis to examine how AI disruption is discussed.",{"name":70,"@type":61,"acceptedAnswer":71},"What does the report conclude about where research and discourse focus?",{"text":72,"@type":64},"It finds that teaching and learning impacts are heavily emphasized, while institutional governance, infrastructure, staffing, operational disruptions, and related domains are comparatively underexplored.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},587376,1792165353,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},2336475104736,"https://ap-avatar.wpscdn.com/avatar/22000c4c5e0e5b17e70?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786591360781797222","The 2026 Emerging Technologies Disruption Framework  \nUnderstanding AI Disruption in Digital Learning  \nTABLE OF CONTENTS  \nTABLE OF CONTENTS 2  \nCONTRIBUTING AUTHORS 4  \nABOUT OUR ORGANIZATION 5  \nExecutive Summary 6  \nKey Findings 6  \nWhat this means for higher education 7  \nIntroducing the Emerging Technologies Disruption Framework 9  \nGuiding Principles 9  \nStructure of the ETDF 12  \nScoring and Interpretation 18  \nApplying the ETDF 22  \nAppropriate Uses of ETDF 27  \nResearch Report 29  \nBuilding the ETDF 29  \nThe AI Disruption Moment in Higher Education 29  \nThe Fragmentation Problem 30  \nResearch Purpose and Questions 31  \nDomains of Disruption 31  \nPhase 1: Scoping Review—Evidence Mapping 33  \nPhase 2: Delphi Study—Framework Development & Validation 33  \nPhase 3: Discourse Analysis—Perception & Framing 33  \nTheoretical Framework 34  \nConceptualizing Disruption 34  \nAdoption and Use of Technology 34  \nInstitutional and Organizational Change 35  \nSocio-Technical and Educational Systems 35  \nMethods 36  \nMethods Overview 36  \nPhase 1: Scoping Review of the Literature 38  \nPhase 2: Delphi Study 40  \nPhase 3: Discourse analysis 44  \nResults 46  \nPhase 1: Scoping Review 46  \nPhase 2: Delphi Study 52  \nPhase 3: Discourse Analysis 61  \nCross-Phase Synthesis: Mapping the Nature of AI Disruption 66  \nDiscussion 70  \nThe Uneven Nature of Technological Disruption in Higher Education 70  \nCognitive Reframing and Institutional Sensemaking 71  \nHidden Institutional and Operational Disruption 72  \nDisruption as Both Opportunity and Strain 75  \nImplications for Online and Blended Higher Education 75  \nContribution of the ETDF 77  \nLimitations 77  \nFuture Research 79  \nConclusion 81  \nReferences 84  \nCONTRIBUTING AUTHORS  \nCarrie Lewis Miller, PhD  \nOnline Learning Consortium  \nDylan Barth, PhD  \nOnline Learning Consortium  \nAcknowledgements  \nSpecial thanks to Brittany Monteleone for serving as a reviewer and coder of articles during the Scoping Review.  \nAI Use Disclosure  \nAI-assisted tools were used to support drafting, organization, language refinement, and illustrative visual development. All analysis, interpretation, findings, and conclusions were developed and reviewed by the authors.  \nABOUT OUR ORGANIZATION  \nThe Online Learning Consortium (OLC) is a collaborative community of education leaders and innovators dedicated to advancing quality digital teaching and learning experiences designed to reach and engage the modern learner—anyone, anywhere, anytime. OLC inspires innovation and quality through an extensive set of resources, including bestpractice publications, quality benchmarking, leading-edge instruction, community driven conferences, practitioner-based and empirical research, and expert guidance. The growing OLC community includes faculty members, administrators, trainers, instructional designers, and other learning professionals, as well as educational institutions, professional societies, and corporate enterprises. Learn more [at](at onlinelearningconsortium.org)[ ](at onlinelearningconsortium.org)[onlinelearningconsortium.org](at onlinelearningconsortium.org)  \nSuggested Citation  \nMiller, C. L., & Barth, D. (2026) . The 2026 Emerging Technologies Disruption Framework Understanding AI Disruption in Digital Learning. Online Learning Consortium.  \nExecutive Summary  \nKey Findings  \n● GenAI disruption in higher education is multidimensional and unevenly distributed.  \n● Research and discourse are heavily concentrated in teaching and learning impacts.  \n● Institutional governance, infrastructure, staffing, and operational disruptions remain underexplored.  \n● Stakeholder groups interpret disruption differently depending on institutional role and context.  \n● The Emerging Technologies Disruption Framework (ETDF) provides a structured framework for analyzing technological disruption across 11 domains.  \nSince the release of ChatGPT in 2022, generative artificial intelligence (GenAI) has rapidly reshaped higher education. In","cbCaiqMs4xOnWLTe","https://ap.wps.com/l/cbCaiqMs4xOnWLTe","pdf",3374654,92,"English","# Table of Contents\n## Contributing Authors\n## About Our Organization\n## Executive Summary\n## Introducing the Emerging Technologies Disruption Framework\n## Research Report\n## Methods\n## Results\n## Discussion\n## Conclusion\n## References","[{\"question\":\"What gap does the 2026 Emerging Technologies Disruption Framework address?\",\"answer\":\"It addresses the lack of a shared framework for defining and evaluating the broader nature of GenAI disruption in higher education.\"},{\"question\":\"How was the ETDF developed in the report?\",\"answer\":\"The report uses a three-phase design: a scoping review, a Delphi study to refine and norm the framework, and a discourse analysis to examine how AI disruption is discussed.\"},{\"question\":\"What does the report conclude about where research and discourse focus?\",\"answer\":\"It finds that teaching and learning impacts are heavily emphasized, while institutional governance, infrastructure, staffing, operational disruptions, and related domains are comparatively underexplored.\"}]","The 2026 Emerging Technologies Disruption Framework - Understanding AI Disruption in Digital Learning - Table of Contents | PDF",1792061704,232]