A conceptual framework is proposed for symbiotic learning, academic tasks as the instructional context of this interaction, and critical thinking as a condition for preserving students’ epistemic agency, and a didactic model, called DIDACT.IA, is presented.
Generative artificial intelligence (GenAI) has entered education faster than the theoretical and methodological frameworks used to evaluate it. This critical integrative review asks a more consequential question than whether GenAI ‘works’: under what pedagogical conditions can it augment learning without displacing learner agency, epistemic responsibility, and higher-order cognition? A purposive corpus of 56 distinct sources was synthesized, spanning foundational theories of experiential, sociocultural, situated, distributed, social-cognitive, cognitive-load, self-regulated, and technology-mediated learning; established technology-acceptance models; artificial-intelligence-in-education and AI-literacy frameworks; policy guidance; and empirical, systematic-review, and meta-analytic evidence published through 2026. The synthesis indicates that GenAI is most defensibly conceptualized as a fallible cognitive artifact embedded in a distributed learning system rather than as an autonomous epistemic authority. Positive effects on achievement, motivation, engagement, creativity, and higher-order thinking are increasingly supported, but they are conditional on task design, scaffolding, interaction quality, verification practices, AI literacy, and sustained human oversight. Evidence for metacognitive improvement remains weaker, while unstructured use can promote cognitive offloading, overconfidence, dependency, and integrity risks. To integrate these findings, this article proposes the Human–AI Pedagogical Agency Framework (HAPAF), composed of five interacting layers: epistemic positioning, learner agency, interaction design, verification, and governance. The framework reframes effective GenAI integration as an agency-preserving pedagogical design problem rather than a tool-adoption problem.
A. Haro-Sarango· Multidisciplinary Latin Amer...· 0 citations
This narrative review argues that the most consequential effect of GenAI is not the automation of existing teaching practices but the need to redesign curricula, learning outcomes, pedagogies, and assessment around disciplinary judgment, critical verification, intellectual independence, and transparent, ethical use of GenAI.
C. Papaneophytou, Stella A. Nicolaou· Trends in Higher Education· 0 citations
The rapid diffusion of generative artificial intelligence has created a new pedagogical reality for language teaching in higher education. This article develops a responsible AI pedagogy framework for language teaching in non-linguistic universities, where language courses support not only general communication but also academic literacy, professional vocabulary and discipline-oriented written production. The framework is derived from the qualitative component of a larger mixed-methods case study conducted at the Armenian State University of Economics. The broader study involved a student survey and professional conversations with six lecturers from the Department of Languages; the present article focuses primarily on lecturer-based qualitative evidence and uses student data only as contextual background. Thematic analysis identified five interrelated areas of concern and opportunity: AI as a support tool for linguistic practice, prompt formulation as a form of language thinking, the pedagogical value of comparing student-written and AI-generated texts, risks of dependence and academic dishonesty, and the need to redesign assessment under conditions of widespread AI use. On this basis, the article proposes a five-stage framework consisting of orientation and rule clarification, guided use, critical evaluation of AI output, student-owned language production and reflective AI-use declaration. The article argues that AI should neither be rejected as a threat nor accepted as an unregulated shortcut. Its educational value depends on teacher mediation, transparent rules, task design and the preservation of learner agency. The proposed framework contributes to responsible AI integration in language education by translating ethical principles into concrete pedagogical practice.
Unknown authors· International Journal of Res...· 0 citations
Generative Artificial Intelligence (GAI) has rapidly transformed higher education by introducing new possibilities for personalized learning and pedagogical innovation. It has emerged as a powerful support system capable of information processing and decision-making tasks in higher education. Unlike traditional educational technologies, models such as ChatGPT enable dynamic interaction with learners. Students engage with knowledge, complete academic tasks, and regulate their performance. Building upon previous studies, this article incorporates an expanded theorical framework, and a deeper ethical analysis of student perceptions and emotions, emphasizing its role as a support tool in their learning processes. The results suggest that while ChatGPT enhances efficiency, accessibility, and learner autonomy, it also introduces significant risks related to overreliance, academic integrity, and the loss of critical thinking skills. The study concludes that should be integrated as an academic mediator, emphasizing the need for ethical guidelines and pedagogical institutional redesign.
Spanish-language metadata / Metadatos en españolTítulo en español:Inteligencia Artificial Generativa: desafíos éticos e implicaciones pedagógicas en contextos educativos emergentes
Resumen:La Inteligencia Artificial Generativa (IAG) ha transformado rápidamente la educación superior al introducir nuevas posibilidades para el aprendizaje personalizado y la innovación pedagógica. Se ha consolidado como un potente sistema de apoyo capaz de realizar tareas de procesamiento de información y toma de decisiones en el ámbito de la educación superior.
A diferencia de las tecnologías educativas tradicionales, modelos como ChatGPT permiten una interacción dinámica con los estudiantes. Estos interactúan con el conocimiento, realizan tareas académicas y regulan su propio desempeño. A partir de estudios previos, este artículo incorpora un marco teórico ampliado y un análisis ético más profundo de las percepciones y emociones de los estudiantes, haciendo énfasis en el papel de la IAG como herramienta de apoyo en sus procesos de aprendizaje.
Los resultados sugieren que, aunque ChatGPT mejora la eficiencia, la accesibilidad y la autonomía del estudiante, también introduce riesgos significativos relacionados con la dependencia excesiva, la integridad académica y la pérdida de habilidades de pensamiento crítico.
El estudio concluye que la IAG debería integrarse como mediadora académica, destacando la necesidad de establecer directrices éticas y de llevar a cabo un rediseño pedagógico e institucional.
Palabras Claves:Inteligencia Artificial Generativa, entorno educativo, procesos de aprendizaje
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Ana Paulina Alfaro Rodríguez, Mónica del Carmen Olivarría González, Héctor Luis López López et al.· International Journal of Com...· 0 citations
The rapid development of artificial intelligence (AI) technologies has significantly influenced higher education, sparking an ongoing debate regarding their pedagogical value, ethical implications and impact on academic practices. By integrating the perspectives of university teachers and students, the study aims to provide a comprehensive understanding of various attitudes towards AI integration, with particular emphasis on the use of AI-powered chatbots in teaching and learning processes.
This study adopts a mixed-methods design. Data were collected from 92 university teachers and 408 students of a pedagogical university. Group differences were assessed using non-parametric Kruskal–Wallis and Mann–Whitney U tests. Open-ended responses were analysed thematically to deepen the findings. The results were interpreted from a sociotechnical systems perspective, where AI integration is not merely a technological issue but a transformation of institutional norms and academic practices.
The synthesis reveals that both educators and students predominantly perceive AI as a supportive tool capable of enhancing learning efficiency and its personalisation, as well as learning accessibility. However, acceptance of AI remains conditional and is accompanied by significant concerns. Educators emphasise the need for pedagogical control, autonomy and ethical guidelines, while students highlight issues related to overreliance on AI and the authenticity of learning experiences. Across both groups, ambivalent attitudes and a lack of a clearly articulated stance towards the long-term role of AI in higher education are evident.
The study’s originality derives from its focus on pedagogical university staff and students – future teachers responsible for the shape of future education. The findings underscore the necessity of developing coherent institutional strategies that combine regulatory frameworks with the cultivation of critical AI literacy among both educators and learners. The article concludes that successful and responsible AI integration in higher education requires not only technological adoption, but also reflective, pedagogically grounded and ethically informed implementation.
Ewa Duda, Ewelina Młynarczyk-Karabin, Julia Więckiewicz-Modrzewska· Journal of Information, Comm...· 0 citations
An AI-Mediated Learning Culture Framework is proposed that maps the interrelationships between technological affordances, academic practices, and learner agency and offers directions for empirical research and supports higher education institutions in designing AI-responsive learning environments.
Rachmat Satria· IQRO Journal of Islamic Educ...· 0 citations
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