Bayaga, AnassMdzanga, Nokhanyo Nomakhwezi2026-10-152026-10-152026Bayaga, A. and Mdzanga, N.N., 2026. AI-powered and emerging technologies for multilingual classrooms: Pedagogical innovations in higher education. Critical Studies in Teaching and Learning, 14(1), pp.210-217.10.17159/CRISTAL.V14I1.27669https://hdl.handle.net/10566/25661Artificial intelligence (AI) and other emerging technologies are no longer peripheral to higher education. They are becoming part of the everyday infrastructures through which students access knowledge, lecturers design learning, institutions communicate, and academic support is organised. In multilingual higher education contexts, however, the significance of these technologies cannot be understood only in terms of efficiency, innovation or automation. Their deeper implications lie in how they shape access, participation, language, epistemic justice, and the conditions under which students are recognised as legitimate knowers.enArtificial intelligence (AI) in higher educationMultilingual educationGenerative AI (GenAI)TranslanguagingEpistemic justiceArticle