Related papers: Community-Based AI Learning: Redistributing Artifi…
AI systems are increasingly embedded in practices where humans have traditionally exercised epistemic agency, the capacity to actively engage in knowledge formation and validation. This paper argues that understanding AI's impact on…
Artificial intelligence (AI) is transforming education, offering unprecedented opportunities to personalize learning, enhance assessment, and support educators. Yet these opportunities also introduce risks related to equity, privacy, and…
This paper explores educational interactions involving humans and artificial intelligences not as sequences of prompts and responses, but as a social process of conversation and exploration. In this conception, learners continually converse…
Large language models increasingly function as epistemic agents -- entities that can 1) autonomously pursue epistemic goals and 2) actively shape our shared knowledge environment. They curate the information we receive, often supplanting…
Through widespread use in formative assessment and self-directed learning, educational AI systems exercise de facto epistemic authority. Unlike human educators, however, these systems are not embedded in institutional mechanisms of…
The rapid assimilation of Artificial Intelligence technologies into various facets of society has created a significant educational imperative that current frameworks are failing to effectively address. We are witnessing the rise of a…
Generative Artificial Intelligence (GenAI) is rapidly reshaping how knowledge is produced and validated in education. Rather than adding another digital tool, large language models reconfigure reading, writing, and coding into hybrid…
In the era of human-AI co-creation, the maxim "knowing is easy, doing is hard" is redefined. AI has the potential to ease execution, yet the essence of "hard" lies in who governs the translation from knowing to doing. Mainstream tools often…
Generative AI is transforming education by enabling personalized learning, enhancing administrative efficiency, and fostering creative engagement. This paper explores the opportunities and challenges these tools bring to pedagogy, proposing…
Artificial intelligence functions not as an epistemic leveller, but as an accelerant of cognitive stratification, entrenching and formalising informational castes within liberal-democratic societies. Synthesising formal epistemology,…
Generative AI is reshaping higher education, yet research has focused largely on students, while instructors remain understudied despite their central role in mediating adoption and modeling responsible use. We present the \textit{AI…
Artificial Intelligence (AI) in Education has been said to have the potential for building more personalised curricula, as well as democratising education worldwide and creating a Renaissance of new ways of teaching and learning. Millions…
Artificial intelligence (AI) is rapidly being integrated into educational contexts, promising personalized support and increased efficiency. However, growing evidence suggests that the uncritical adoption of AI may produce unintended harms…
Artificial intelligence (AI) is rapidly reshaping educational practice, challenging long held assumptions about teaching and learning. This article integrates conceptual perspectives from recent books (Genesis by Eric Schmidt, Henry…
The rapid emergence of generative artificial intelligence (AI) and related technologies has the potential to dramatically influence higher education, raising questions about the roles of institutions, educators, and students in a…
Artificial intelligence is reshaping the organization and practice of research in ways that extend far beyond gains in productivity. AI systems now accelerate discovery, reorganize scholarly labour, and mediate access to expanding…
Equity Bias is a philosophical and practical framework for building smarter, more equitable AI systems. Grounded in hermeneutic philosophy and epistemic injustice theory, it treats bias not as an error to eliminate but as a reflection of…
Background: Amid the opportunities and risks introduced by generative AI, learning research needs to envision how human minds and responsibilities should re-adapt as AI augments or automates various tasks and enters daily learning,…
Generative artificial intelligence (AI) agents are increasingly embedded in collaborative learning environments, yet their impact on the processes of argumentative knowledge construction remains insufficiently understood. Emerging…
This paper introduces a competency-based model for generative artificial intelligence (AI) literacy covering essential skills and knowledge areas necessary to interact with generative AI. The competencies range from foundational AI literacy…