Rethinking Onlife in Education. Pedagogical Reflections for a Negotiation between Human Intelligence and AI

Abstract

Ten years after the publication of The Onlife Manifesto, the hybridisation of human and technology takes on new nuances with the integration of generative AI in educational contexts. This contribution rethinks the concept of Onlife in relation to the use of generative AI, questioning the role of pedagogy in the era of cognitive and social hybridisation. Through a critical analysis of the literature and international normative principles, we examine the impact of generative AI on education, with a focus on issues of negotiation, agency and responsibility and the current tasks of Media Literacy. The aim is to propose a theoretical-pedagogical framework that makes education the privileged space for a negotiation between human and AI, promoting an approach that protects the right to a democratic education.