Exploring the Concept of Learner Agency in Artificial Intelligence–Based Educational Environments: A Qualitative Study from the Perspective of Philosophy of Education

Sakineh Rastegar Moghadam Ebrahimian

doi:10.61838/93qg1p41

Authors

Sakineh Rastegar Moghadam Ebrahimian Assistant Professor, Department of Theology, Farhangian University, Tehran, Iran https://orcid.org/0009-0007-2032-4060

DOI:

https://doi.org/10.61838/93qg1p41

Keywords:

Learner agency, artificial intelligence in education, philosophy of education, qualitative research, educational technology, autonomy, ethical responsibility

Abstract

Purpose: This study aimed to explore the meaning, dimensions, enabling conditions, constraints, and educational implications of learner agency in artificial intelligence–based educational environments from the perspective of philosophy of education.

Methods and Materials: This qualitative study employed an interpretive phenomenological design. Participants were 22 faculty members, educational technology specialists, artificial intelligence researchers, and postgraduate students selected through purposive criterion-based and maximum-variation sampling from universities, research institutions, and educational organizations in Tehran during the 2025–2026 academic year. Data were collected through in-depth semi-structured interviews, reflective field notes, and analytical memos. Interviews continued until interpretive saturation was reached. Data were analyzed through interpretive thematic analysis using repeated reading, extraction of meaning units, initial and focused coding, constant comparison, development of subthemes and overarching themes, and philosophical interpretation of the findings. Credibility, dependability, confirmability, and transferability were strengthened through member checking, peer debriefing, reflexive documentation, and maintenance of an audit trail.

Findings: Analysis yielded three overarching themes and 12 subthemes. The first theme, expansion of learner agency through augmented educational possibilities, included personalized pathways, immediate feedback, cognitive and creative augmentation, and increased participation. The second theme, erosion and reconfiguration of agency under algorithmic mediation, included cognitive delegation, invisible direction of choice, displacement of authorship, and diffusion of responsibility. The third theme, conditions for responsible and authentically human agency, included critical artificial intelligence literacy, reflective and metacognitive control, pedagogical mediation, and ethical responsibility.

Conclusion: Learner agency in artificial intelligence–based education can be understood as reflective human authorship within a technologically mediated field of possibilities, requiring intentionality, critical judgment, meaningful participation, and accountability.

Downloads

Download data is not yet available.

References

Abu‐Gweder, A. (2026). Artificial Intelligence ( AI ) as a Pedagogical Tool for Second Language Development Among Bedouin Arab Female Students in Israel. European Journal of Education, 61(2). https://doi.org/10.1111/ejed.70554

Alam, S., Hameed, A., Madej, M., & Kobylarek, A. (2024). Perception and Practice of Using Artificial Intelligence in Education: An Opinion Based Study. Xlinguae, 17(1), 216-233. https://doi.org/10.18355/xl.2024.17.01.15

Børte, K., & Zeivots, S. (2026). Active Learning in Higher Education: Inheriting Pasts and Emerging Futures. Active Learning in Higher Education, 27(2), 207-219. https://doi.org/10.1177/14697874261426575

Chou, T.-c. R. (2026). Beyond Intelligence Quotient in the Artificial Intelligence Era. International Journal of Online Pedagogy and Course Design, 16(1), 1-25. https://doi.org/10.4018/ijopcd.416703

El-Karnichi, F. (2024). Examining the Future of Translator Education: An in-Depth Review of Educational Approaches in the Arab Context. Arab World English Journal for Translation and Literary Studies, 8(2), 94-114. https://doi.org/10.24093/awejtls/vol8no2.7

Felizarte, M., Camaso, S. M., Napuar, J. G., Padrones, S., Oficiar, J. R. G., & Molina, J. (2024). Social Media and Ai Integration Into Teaching and Learning Experience. Studies in Technology and Education, 3(1), 12-25. https://doi.org/10.55687/ste.v2i2.63

Hasan, M. S., Jabe, M. M. N., Bandaso, T. D., Iftikhar, A., Rathore, S., & Akther, M. S. (2026). A Century of Educational Technology From Standardization to Co-Creation and the Epistemological Rupture of Artificial Intelligence. https://doi.org/10.21203/rs.3.rs-8651843/v1

Hilal, R., & Ibrahim, M. G. (2026). Artificial Intelligence for Inclusive Engineering Education: Advancing Equality, Diversity, and Ethical Leadership. https://doi.org/10.21203/rs.3.rs-9458060/v1

Jambangan, E., & Serrano, R. (2025). Leveraging Technology for Personalized Learning in English Language Education: A Scoping Review. https://doi.org/10.21203/rs.3.rs-6535311/v1

James, N. S. F., K, S., Gandhi, S. M. G., Isaac, R. A., & P.Sundaravadivel. (2026). Artificial Intelligence Supported Communicative Language Teaching and Its Impact on Speaking Proficiency Among Disadvantaged Learners. https://doi.org/10.21203/rs.3.rs-9166706/v1

Jaya, S., Zaharudin, R., Bhartiya, S., & Alomari, M. (2026). Bridging Educational Gaps in Low-Resource Classrooms: AI-Enhanced Project-Based Learning for STEM Educators in Africa. ECNU Review of Education, 9(2). https://doi.org/10.1177/20965311261446194

Kesgin, K. (2025). Mapping and Modeling the Role of Artificial Intelligence in Science Education: From Bibliometrics to Classroom Integration. https://doi.org/10.21203/rs.3.rs-6542160/v1

Kuskova, V., Howell, S., Stines, B., & Conaghan, B. (2026). A Human-Centered Approach to Ethical AI Education in Underresourced Secondary Schools. https://doi.org/10.48550/arxiv.2603.26004

Lewis, K. D. (2025). Preparing Gifted Educators for Generative AI: The Essential Role of Educator Preparation Programs. Journal of Advanced Academics, 36(4), 852-878. https://doi.org/10.1177/1932202x251356322

Mahyiyuddin, A. A., & Erlita. (2026). Bridging the Gap Between Digital Literacy and Academic Interest in Higher Education: A Systematic Literature Review of Human-Centered Educational Technology. https://doi.org/10.21203/rs.3.rs-10221208/v1

Metin, K. G., & Cetin, M. (2026). Teachers’ Experiences With AI in K–12 Education: Opportunities and Challenges. Journal of Educational Technology Systems, 54(4), 711-732. https://doi.org/10.1177/00472395261415889

Moybeka, A. M. S., Syariatin, N., Tatipang, D. P., Mushthoza, D. A., Ni Putu Juliani Lestari, D., & Tineh, S. (2023). Artificial Intelligence and English Classroom: The Implications of AI Toward EFL Students’ Motivation. Edumaspul - Jurnal Pendidikan, 7(2), 2444-2454. https://doi.org/10.33487/edumaspul.v7i2.6669

Nabang, M. (2026). Generating Culturally Responsive Visual Aids for Teaching and Learning. https://doi.org/10.21203/rs.3.rs-10284209/v1

Nyaaba, M., Kyeremeh, P., Nabang, M., Akanzire, B. N., Acquah, S., Titty, C., Asare, K., & Kudaya, J. E. (2026). GenAITEd Ghana as a Context-Aware and Curriculum-Aligned Conversational AI Agent for Teacher Education. https://doi.org/10.21203/rs.3.rs-8564669/v1

Omeh, C. B., Olelewe, C. J., & Ohanu, I. B. (2025). Impact of Artificial Intelligence Technology on Students' Computational and Reflective Thinking in a Computer Programming Course. Computer Applications in Engineering Education, 33(3). https://doi.org/10.1002/cae.70052

Qin, H., & Zhou, Z. (2026). Feasibility of Implementing a Multicultural Curriculum Through Artificial Intelligence: Perspectives of Educational Science Experts. Scientific reports, 16(1). https://doi.org/10.1038/s41598-026-48953-x

Sadigova, S. I., Aliyeva, D. K. R., Ahmadova, V. S., Rzayeva, D. G., Aliyeva, K. M., & Huseynova, D. F. (2026). Teachers’ Views on the Integration of Artificial Intelligence in Assessing and Providing Feedback on EFL Academic Writing in Azerbaijan. https://doi.org/10.21203/rs.3.rs-9514620/v1

Saleem, T., Saleem, A., & Aslam, D. M. (2025). Integrating AI in Pakistani ESL Classrooms: Teachers’ Practices, Perspectives, and Impact on Student Performance. PLoS One, 20(9), e0333352. https://doi.org/10.1371/journal.pone.0333352

Shen, H. (2025). Bidirectional Human-Ai Alignment in Education for Trustworthy Learning Environments. https://doi.org/10.48550/arxiv.2512.21552

Tsakeni, M., Nwafor, S. C., Mosia, M., & Egara, F. (2025). Mapping the Scaffolding of Metacognition and Learning by AI Tools in STEM Classrooms: A Bibliometric–Systematic Review Approach (2005–2025). Journal of Intelligence, 13(11), 148. https://doi.org/10.3390/jintelligence13110148

Turvey, K., & Pachler, N. (2025). A Topological Exploration of Convergence/Divergence of Human‐mediated and Algorithmically Mediated Pedagogy. British Journal of Educational Technology, 57(3), 619-638. https://doi.org/10.1111/bjet.70007

Wang, Y. (2026). The Relationship Between Teachers' Character Strengths and Students' Motivation and Well‐Being In AI ‐Supported Classrooms. European Journal of Education, 61(2). https://doi.org/10.1111/ejed.70611

Yan, Y., & Chau, T. (2025). A Systematic Review of AI Ethics in Education. Journal of Global Information Management, 33(1), 1-50. https://doi.org/10.4018/jgim.386381