A New Cognitive Model for Reimagining Education in the Age of Artificial Intelligence

Abstract

This study addressed the urgent need to develop a new epistemological model to understand the philosophy of education in light of the profound transformations imposed by the artificial intelligence (AI) revolution. It explored how AI technologies have reshaped educational environments, shifting from traditional models focused on content and lecturers to interactive learning systems that rely on big data and provide personalized learning paths. Using an exploratory qualitative research approach, the study examined the readiness of the Jordanian education system to accommodate these transformations and identified the most prominent philosophical and ethical challenges hindering the integration of AI into education by applying it to a sample of 80 educational experts. The results revealed significant gaps between prevailing educational philosophies and the requirements of future skills such as innovation, critical thinking, and lifelong learning. The study presented a balanced epistemological model that promotes the integration of technology and human values, ensures the ethical use of AI, and achieves equity in educational opportunities. This model also calls for reformulation of educational policies to enable future generations to meet the challenges of the digital economy with confidence and competence while preserving their cultural and ethical identity.