Expert scenarios across educational sectors position students as critical, agentic partners with AI who question and critique AI-generated content¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across five of six expert-constructed 2030 scenarios, students are positioned as critical agentic partners who question, verify and selectively adopt AI suggestions rather than accepting them outright. → Malyn-Smith 2026

Evidence¶

Malyn-Smith 2026¶

Malyn-Smith, J., Torrington, J., Webb, M., Butler, D., Lee, J., Tiernan, P., Chtouki, Y., Bower, M., Yazbak Abu Ahmad, M., Carvalho, A. A., Cohen, J. D., Gorissen, P., Linden, T., MacCallum, K., Raffagheli, J. E., Røkenes, F. M., Ronci, M., Shelton, C., Smith, D., & Vartiainen, H. (2026). Navigating AI's educational future: expert scenarios and implications for teaching and teacher preparation. Computers and Education Open. https://doi.org/10.1016/j.caeo.2026.100422

q2 · i? · qualitative · r2

Reflexive thematic analysis of six co-constructed expert scenario artefacts from the EDUsummIT 2025 visioning exercise; the higher-education scenario depicted students as "adept at questioning and critiquing AI-generated content". The theme appeared across five scenarios spanning primary to higher education.

"students were depicted as "adept at questioning and critiquing AI-generated content", with AI used as "a scaffold, not a crutch""

Discussion¶

Related Claims¶

• Adult learners view AI as a collaborative learning agent for solving complex problems, sharing knowledge, and honing higher-order thinking — related
• Students' main AI challenges are content reliability and depth, and most expect AI to serve as tutor, creative partner, and critical thinking partner rather than mere content generator — a narrower finding that bears on this claim
• Using generative AI as a dialogic partner for brainstorming, feedback, and co-construction can support constructive and interactive learning — a broader claim this one bears on