GenAI is often presented to academics as a tool for acceleration. Marking can be automated, lecture slides summarised in seconds and drafts polished at speed. The message is clear: do the same work, only faster. Yet, this framing risks reinforcing an already unsustainable level of efficiency. What if, instead of speeding up, GenAI could help us slow down? Used thoughtfully, these tools can encourage reflection, deepen dialogue and make space for richer connections between research and teaching. Slowness here is not inefficiency. Instead, it is the deliberate act of reclaiming attention for what matters most: curiosity, questioning and collaboration.
