Perspective reveals generative artificial intelligence restructures cognitive ecologies in education, highlighting the need to redesign schooling around human-centered learning.
Key Points
To evaluate how generative AI structurally alters cognitive ecologies in education and examine the systemic gaps between AI design and human developmental learning.
Conceptual perspective analyzing educational systems through frameworks of cognitive ecology, the learning sciences, and pedagogical technology design.
Generative AI operates as an active, persistent, and generalist technology that redistributes epistemic labour and reorganizes how knowledge is accessed, generated, and assessed.
The integration of generative AI exposes two structural misalignments: a pedagogical gap between learning sciences and AI design, and a goal gap separating standardized metrics from holistic developmental aims.
Current implementations risk entrenching institutional systems of control and efficiency unless schooling is deliberately redesigned around embodied and collaborative human learning.