I’m preparing a peer-reviewed journal submission that untangles how generative AI is reshaping creativity inside postdigital pedagogy, and I’d like a seasoned researcher–writer to co-author the piece with me. Your background must include published or commissioned work on AI in education, because the argument will lean heavily on recent scholarly debates rather than general commentary. What I need from you is a deep dive into the latest academic-journal literature, a critical synthesis of findings, and polished prose that meets rigorous editorial standards. The emphasis should stay squarely on the impact generative models have on creative practice—how tools such as ChatGPT, Midjourney, or music-generation systems expand, constrain, or reconfigure what “creative learning” means once digital and analogue boundaries blur. I’m looking for: • A comprehensive literature review sourced almost exclusively from peer-reviewed journals dated 2020-2024, formatted in APA. • A well-argued discussion section that links those findings to postdigital pedagogy frameworks (e.g., Knox, Fawns, Jandrić) and foregrounds creativity outcomes. • Clear, original examples or mini-case studies that illustrate practical classroom implications. • A conclusion that offers future research directions and addresses limitations. Acceptance criteria: the draft reads as a single, cohesive article around 5,000–6,000 words (negotiable), cites at least 25 scholarly sources, passes plagiarism screening, and arrives copy-edited and ready for journal guidelines I will supply. We’ll work via shared docs, and I’m happy to split milestones by outline, full draft, and final revisions. If you can bring both critical insight and graceful academic writing to this topic, let’s get started.