Bloom Meets Gen AI: Reconceptualising Bloom's Taxonomy in the Era of Co-piloted Learning

The rapid integration of generative Artificial Intelligence (AI) in educational contexts has fundamentally altered traditional pedagogical frameworks, particularly affecting the application and assessment of Bloom's Taxonomy. This shift presents significant challenges in maintaining student learning integrity and accurately measuring educational outcomes. This perspective paper critically examines these challenges, proposing a reconceptualization of Bloom's Cognitive Taxonomy to align with AI-enhanced learning environments. We argue for an updated framework that incorporates new cognitive levels, "Ventriloquising” and “Co-curating”, and the overlapping cognitive skills which we now labelled “Critical Understanding”. This reconceptualization advocates for viewing cognitive skills as interconnected nodes rather than hierarchical steps, reflecting the nuanced interactions between human learners and AI tools. The paper posits that assessment strategies must evolve to incorporate process measures, capturing the complexity of cognitive engagement facilitated by AI. We call for a dual approach, balancing AI's computational capabilities with human critical judgment (IA), to optimize educational outcomes. We invite readers to engage with this reconceptualisation, critically evaluate its implications, and contribute to the ongoing discourse on the future of learning and assessment in the age of Gen AI.