School 4.0: A Learning Organization in the Age of Artificial Intelligence. Pedagogical Challenges and Directions for Change

The article frames School 4.0 primarily as a pedagogical project in which technology, especially artificial intelligence (AI), serves as a cognitive tool that strengthens learning processes, provided it is embedded in the school’s organizational learning strategy. Adopting Argyris and Schön’s framework, the authors analyse three levels of learning (single-loop, double-loop, and deutero-learning) and show that lasting change requires a shift from correcting actions to correcting underlying assumptions and to learning how to learn. Drawing on Senge’s five “disciplines” (systems thinking, personal mastery, mental models, shared vision, and team learning), the authors propose integrating AI with teaching and management in ways that make the school’s organizational culture a key lever of change. They conclude that effective AI integration calls for systemic procedures for the joint interpretation of data, a co-constructed vision, and team-learning practices. A school’s capacity to move from single-loop to double-loop and to deutero-learning is a condition for resilience and development in the context of Education 4.0.