PEDAGOGICAL PRAXIS IN DIGITAL ECOSYSTEMS AND ARTIFICIAL INTELLIGENCE: RECONFIGURATIONS FOR HUMAN-DIRECTED EDUCATION
DOI:
https://doi.org/10.56219/trascendere.v3i8.6634Keywords:
Artificial intelligence, digital ecosystem, educational transformation, human agency, pedagogical mediation, pedagogical praxisAbstract
The expansion of digital ecosystems and generative artificial intelligence has altered the conditions under which knowledge is taught, learned, assessed, and produced. This essay critically analyzes the reconfiguration of pedagogical praxis in settings where teachers, students, platforms, analytics, algorithms, and generative systems converge. It defends the thesis that pedagogically responsible integration requires preserving human agency through explicit criteria of intentionality, agency, verifiability, dialogicity, equity, and governance. Methodologically, a critical-documentary analysis of literature published between 2022 and 2026 was conducted, with emphasis on systematic reviews, meta-analyses, empirical studies, and international frameworks from UNESCO and the OECD. The reviewed evidence shows consistent opportunities related to personalization, feedback, accessibility, pedagogical design, and professional development, together with equally consistent risks involving cognitive dependency, algorithmic opacity, privacy, inequality, bias, and loss of authorship. As an original contribution, a pedagogical compass composed of six orientation criteria is proposed. Pedagogical quality depends less on technological availability than on the rationality with which it is integrated.
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