From employees enablement to dependence: are AI-powered learning systems creating passive learners in organizations?

Purpose Artificial intelligence (AI)-powered learning systems are promoted as tools to increase learning efficiency but can inadvertently create passive learners in organizations. This study aims to explore how learning and development (L&D) professionals detect passive learning among employees using an AI-powered learning system and implement interventions. Design/methodology/approach This study employed a qualitative research design and purposively included six L&D professionals from India who were involved in the management of the AI-powered learning system in their organization. Semi structured interviews were conducted, and the data patterns were analyzed using the reflexive thematic analysis. Findings The results showed that L&D professionals use behavioral and cognitive cues to detect passive learning. It is even observed that specific AI-powered learning system design features encourage passivity. The L&D professionals suggested interventional measures such as removing recommendations at key stages, using open-ended problem-solving tasks requiring interpretation, and modeling reflective practice to restore learner agency. Research limitations/implications While this study provides insights from a specific organizational context, it is necessary to replicate this work in different geographical and organizational settings to increase the generalizability of the observed phenomena. Practical implications This study contributes a practice-oriented detection-intervention framework for detecting passive learning and outlining interventions to restore learner agency. Originality/value This study offers valuable insights for L&D professionals seeking to balance the efficiency of AI with the development of sustainable learning capability.