Nov 2024· Academia AI and Applications· Vol abs/2411.00631· 23 citations· 90 references
Computer Science
TL;DR
The findings suggest that while GenAI may enhance learner agency through personalisation and support, it also risks exacerbating educational inequalities and diminishing learner autonomy in certain contexts.
Abstract
Conversations regarding the societal implications of artificial intelligence (AI) and its integration into educational processes are ongoing. An area of great significance in this regard is agency, including how the use of AI technologies impacts an individual’s ability to exercise autonomy. In educational contexts, this remains a relatively unexplored yet vital subject. To shed light on this subject, this paper provides an exploratory thematic review of works which investigate the relationship between generative artificial intelligence (GenAI) and agency in education, mapping and interpreting the available literature through the lens of critical digital pedagogy (CDP). The findings suggest that while GenAI may enhance learner agency through personalisation and support, it also risks exacerbating educational inequalities and diminishing learner autonomy in certain contexts. This review also contributes to new sociotechnical perspectives on AI, highlighting how GenAI technologies may shape and be shaped by power dynamics and pedagogical ideologies. This review contributes to the existing debate on how AI technologies can be deployed in education and society responsibly by exposing how the use of these technologies may lead to unintended impacts, including the entrenchment of inequality and the reshaping of concepts of individual agency, authorship, and autonomy.
The findings reveal that GenAI can effectively improve teaching efficacy, enable personalised learning experiences, and streamline assessment procedures, however, its implementation also draws attention to concerns regarding academic integrity, data privacy, algorithmic bias, and ethical governance.
Xi Bi· Exploring Science Academic C...· 0 citations
This study explored the emerging trends, current practices, challenges, and pedagogical implications of Artificial Intelligence in Education (AIEd) in the Division of Oroquieta City during the School Year 2025- 2026. Employing a descriptive qualitative research design, data were gathered from purposively selected public secondary school teachers through an adapted questionnaire, interviews, and document analysis. The findings revealed that AI is increasingly used as a teaching and learning support tool for lesson planning, assessment, student engagement, and administrative tasks, contributing to improved efficiency and personalized learning. However, challenges such as limited infrastructure, unequal access to technology, capacity and skills gaps, ethical and academic integrity concerns, and resistance to AI adoption persist. The study further indicated that AI integration transforms the teacher's role toward facilitation and mentoring while highlighting the need to strengthen learner-centered approaches, critical thinking, and digital literacy. Overall, the study underscores the importance of institutional readiness, professional development, and clear policy frameworks to ensure ethical, equitable, and sustainable AI integration in education.
Maria Benjie Ann M. Cabasag· Journal of Educational Resea...· 0 citations
This study presents an abductive analysis of interview data from 13 Finnish teachers involved in national AI education development projects and conceptualises a potential synergy between the domains where students' self‐determined, informed engagement with AI is placed at the centre of educational efforts in AI education.
Janne Fagerlund, Pekka Mertala, Jukka Lehtoranta et al.· Journal of Computer Assisted...· 0 citations
A conceptual framework offering AI designers, teacher educators, and policymakers a psychologically grounded, empirically mapped, and internationally contextualised basis for developing AI-supported educational systems that advance equity, learner engagement, and meaningful educational transformation is proposed.
Arpana Koul· Review of Artificial Intelli...· 0 citations
Generative artificial intelligence (GenAI) has been primarily framed as an impartial educational tool. However, this framing overlooks an even larger shift: the reassignment of epistemological authority from teachers to students to machines. This paper presents a conceptual evaluation of the extent to which GenAI redistributes students'and teachers'ability to act in classrooms to produce knowledge, validate each other's claims, and create evidence of student learning while collaborating with and competing against humans. This evaluation draws on various theoretical paradigms, including Distributed Agency, Self-Determination Theory, Society 5.0, and Technology Integration Paradigms, including TPACK and SAMR. While all of the theoretical paradigms evaluated are relevant to the role of agency within education mediated by AI, none of them address the ongoing disparity regarding equitable distribution of power, ownership of the data used to mediate interaction, and accountability in relation to human-mediated interactions. As such, this paper introduces the Ecological Co-Agency Framework, which defines agency in terms of relational, regulatory, and pedagogical processes, conditioned by a defined commitment to human accountability for epistemological claims.
A policy-oriented posthuman framework for interpreting AI integration in architectural pedagogy and translating it into responsible design education principles is developed, which clarifies the theoretical relevance of posthuman pedagogy for AI-supported architectural education.
