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This paper explores how AI improves learning outcomes in education by integrating Vygotsky’s theory, highlighting ethical implications.
This paper explores the role of Artificial Intelligence (AI) in educational and clinical contexts through the lens of Vygotsky’s cultural-historical theory. AI is conceptualized as a cultural and cognitive tool that can operate within the Zone of Proximal Development (ZPD), supporting individual learning and cognitive growth as well as societal changes. When functionally integrated into human practices, AI can become a “functional organ” that enhances human abilities—like how other tools (like a pen) extend motor functions. The focus is on active and critical use of AI and the role of human, which should foster reflective thinking, inner speech, and metacognitive regulation, especially through meaningful errors and adaptive feedback. Real-world applications such as Proffilo and MATHia are presented, along with a discussion of ethical concerns related to transparency, user agency, and personalized adaptation. The paper offers a theoretical framework for the ethical and developmental use of AI, highlighting the importance of co-design and empirical testing in real-life settings.
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Mazzoni Elvis (2025) studied this question.
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