Current AIED rests on five faulty assumptions that risk learner dependence, isolation, and reduced flourishing¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The paper argues that building increasingly complex agentic AIED systems damages learner agency, that outcomes in education's hypercomplex system cannot be predicted, that permanent scaffolding assumes infinite resources, that values are ignored or oversimplified, and that an individualistic stance is perpetuated. → Luis P. Prieto 2026

Evidence¶

Luis P. Prieto 2026¶

Luis P. Prieto, Yannis Dimitriadis. (2026). An emancipatory vision for designing (generative) AI for learner flourishing. International Workshop on Critical and More-than-human Perspectives on AI in Education (at EC-TEL 2026). https://arxiv.org/abs/2609.07715 doi:10.48550/arxiv.2609.07715

q1 · i? · theoretical · r2

This is a theoretical argument in a position paper, not an empirical test. The authors enumerate five problematic assumptions of current AIED, including that agency is a zero-sum game and that tools can be designed without considering human values, and argue these lead to downstream risks to learner flourishing.

"designing learning technology under these faulty assumptions leads to downstream risks such as those mentioned above, not only to long-term learning and agency, but also to learner flourishing"

Discussion¶

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