Reflecting on AIED through agency: Towards a human‐centred pedagogy and ethics of responsibility

Abstract

The use of artificial intelligence in education requires critical reflection on the responsibilities associated with its use, as technological tools are never neutral. This reflection must start from a pivotal principle: the freedom and self-determination of the human being. This perspective shifts the focus of the debate from AI to human being, embracing a human-centred AI approach. To address this issue rigorously, it is necessary to analyse the ontology of agency, clarifying what it really means to be an agent, distinguishing human intelligence and action from artificial ones. Intentionality, freedom, autonomy, control and responsibility emerge as constitutive elements of human agency, delineating a clear – although not unanimously accepted - separation between human and artificial. This change of perspective not only enables an ethical and conscious use of AI in education, but also enhances fundamental aspects of learning such as metacognition and self-regulation. Restoring centrality to agency thus makes it possible to promote an education that keeps the person at the centre, guaranteeing responsible human-machine interaction geared towards the development of active and meaningful learning.