Beyond Tools: Generative AI as Epistemic Infrastructure in Education

2025-04-09

AI Summary

This paper addresses the widespread erosion of teachers’ cognitive agency, suppression of cognitive sensitivity, and reinforcement of efficiency-driven pedagogical habits due to generative AI in education. It innovatively conceptualizes generative AI as “cognitive infrastructure” and proposes a three-dimensional evaluative framework centered on cognitive agency, cognitive sensitivity, and habit formation. Drawing on situated cognition theory and Value Sensitive Design (VSD), the study conducts technical deconstruction and multi-dimensional qualitative evaluation of two representative educational AI systems. Findings reveal that current AI tools predominantly automate routine operations rather than scaffold teachers’ expert cognitive practices. The paper advocates for deep teacher involvement in AI co-design and offers three actionable recommendations. It thereby establishes a theoretical foundation and practical roadmap for human-centered AI integration that safeguards core educational values. (136 words)

Technology Category

• Humans and AI: Learning Human Values and Preferences
• Cognitive Modeling & Cognitive Systems: Agent Architectures
• Philosophy and Ethics of AI: Safety, Robustness & Trustworthiness

Application Category

• Economics, Online Markets and Human Computation: Economic ramifications for generative AI infrastructure and applications
• Social Networks and Social Media: Generative AI / large language models and their impact on social systems
• Responsible Web: Machine-in-the-loop, human agency and autonomy

Abstract

As generative AI rapidly integrates into educational infrastructures worldwide, it transforms how knowledge gets created, validated, and shared, yet current discourse inadequately addresses its implications as epistemic infrastructure mediating teaching and learning. This paper investigates how AI systems function as epistemic infrastructures in education and their impact on human epistemic agency. Adopting a situated cognition perspective and following a value-sensitive design approach, the study conducts a technical investigation of two representative AI systems in educational settings, analyzing their impact on teacher practice across three dimensions: affordances for skilled epistemic actions, support for epistemic sensitivity, and implications for long-term habit formation. The analysis reveals that current AI systems inadequately support teachers' skilled epistemic actions, insufficiently foster epistemic sensitivity, and potentially cultivate problematic habits that prioritize efficiency over epistemic agency. To address these challenges, the paper recommends recognizing the infrastructural transformation occurring in education, developing AI environments that stimulate skilled actions while upholding epistemic norms, and involving educators in AI design processes -- recommendations aimed at fostering AI integration that aligns with core educational values and maintains human epistemic agency.

Problem

• Investigates AI as epistemic infrastructure in education
• Analyzes AI impact on teacher practice and habits
• Proposes solutions to align AI with educational values

Innovation

• Adopts situated cognition perspective
• Uses value-sensitive design approach
• Analyzes AI impact on teacher practice