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It is argued that the AI era demands not a capitulation to technological determinism, but a reimagining of education that fiercely protects and enables human agency, advanced socio-emotional skills, and metacognition.
Background: Existing syntheses on infant early interventions focus on single-risk cohorts and overlook implementation moderators. To address these gaps, this systematic review and meta-analysis adopts a transdiagnostic approach to evaluate interventions across diverse risk profiles and identify predictive intervention...
It is argued for a conceptual reorientation from pedagogical scaffolding toward learning-ecosystem architecture and proposed a pedagogy of friction that preserves the desirable difficulties through which authentic agency is nurtured.
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