Posthuman Qualitative Inquiry for Successful Curriculum Practice in the Era of Digital/AI Education

This study proposes a methodological approach based on posthuman qualitative research to deeply investigate curriculum, teaching, and learning phenomena in Korean primary and secondary education, particularly within the context of artificial intelligence and digital transformation, and reflecting the key tenets of the 2022 revised national curriculum. With the rapid introduction of AI and digital technologies, the educational environment is increasingly shifting toward personalized learning and nonlinear instructional approaches. However, traditional qualitative research, which remains predominantly human-centered, has limitations in fully capturing the complex interactions between AI technologies, human actors, and the roles of non-human elements. Therefore, this study presents posthuman ethnography, posthuman phenomenology, and posthuman action research as methodological frameworks that enable the reinterpretation and analysis of educational practices as outcomes of co-evolutionary interactions among humans and non-humans. By systematizing qualitative research methodologies grounded in a posthuman perspective, this study aims to provide a multidimensional understanding of AI-enhanced educational phenomena and contribute, both academically and practically, to the establishment of a new educational paradigm based on collaborative human-technology entanglements in primary and secondary education.