This article examines the psychological and behavioural implications of artificial intelligence integration in online learning environments, focusing on how algorithmic personalization, predictive feedback, and adaptive sequencing influence learner agency, cognitive autonomy, and self-regulation. Drawing on self-determination theory, cognitive psychology, and behavioural science, the study highlights both the supportive and constraining effects of AI-mediated learning. While adaptive systems can enhance perceived competence, reduce cognitive load, and support task alignment, they may also introduce subtle behavioural steering mechanisms that externalize regulation and diminish intrinsic motivation. The analysis shows that algorithmic nudging can recalibrate learners’ perceptions of control and responsibility, normalizing compliance with system-defined pathways. To address these tensions, the article proposes a psychologically grounded framework for ethically aligned AI-enhanced learning that balances adaptive scaffolding with reflective choice and exploratory engagement. By clarifying the cognitive and motivational mechanisms through which algorithmic systems reshape learner agency, the study offers design principles for autonomy-supportive AI-mediated learning environments.
Artificial Intelligence: A Maturity Test. Perspectives on Learning, Teaching, and Assessment
The integration of generative artificial intelligence into education is reshaping the processes of learning, teaching, and assessment. This article analyses the implications of this transformation from four complementary perspectives: (1) the reflexive character of AI as a “mirror” of human thought and the cognitive maturity test it imposes; (2) the restructuring of cognitive processes and the risks of diminished metacognitive engagement; (3) the redefinition of human-specific competences in relation to AI capabilities; and (4) the need for human-centred curriculum design and assessment redesign to support authentic learning. Drawing on recent specialised literature and OECD reports (2025, 2026), the analysis reveals a central tension between the potential for learning personalisation at scale and the risk of the “mirage of false mastery” – a phenomenon whereby AI-generated outputs mask the underdevelopment of fundamental competences. The article argues for “pedagogical intentionality” – a deliberate reorientation from AI-driven products toward human-centred processes, prioritising the development of transversal, socio-emotional, and metacognitive competences as a response to the challenges and opportunities of AI in education.
Reclaiming Humanistic Agency in the Age of Algorithms: Toward a Posthuman Pedagogy of the Humanities
Within the context of accelerating digital transformation, the emergence of generative artificial intelligence (AI) has redefined the epistemic and ethical foundations of the humanities. The algorithmic turn challenges the traditional role of humanistic inquiry, raising questions about interpretation, creativity, and meaning in a technologically mediated world. This article explores how posthuman pedagogy can reclaim humanistic agency in the age of algorithms. Drawing on theoretical frameworks from posthumanism (Braidotti, Haraway) and metamodernism (Vermeulen & van den Akker), it argues that AI does not signal the decline of the humanities but their evolution toward a relational and ethically responsive practice. The study identifies three interrelated competencies – algorithmic literacy, digital empathy, and critical co-agency – as essential pillars for a transformative humanities curriculum. These competencies enable learners to engage critically and ethically with intelligent systems, interpret algorithmic processes as cultural texts, and act responsibly within distributed cognitive environments. Beyond its theoretical contribution, the article also addresses significant ethical and socio-cultural concerns, including algorithmic bias, epistemic injustice, and the need for reflexive digital ethics in higher education. It advocates for a metamodern orientation that balances skepticism with hope and critique with reconstruction. The conclusion emphasizes that the humanities must not resist technological mediation but reinterpret it as an opportunity for ethical imagination. Posthuman pedagogy thus envisions education as a co-creative process between human and algorithmic intelligences, grounded in empathy, reflection, and moral responsibility.
Educational Decision-Making in Digital Education: A Conceptual Review of Data-Driven, Data-Based, and Data-Informed Approaches
Theoretical differences between data-driven decision-making (DDDM), data-based decision-making (DBDM), and data-informed decision-making (DIDM) approaches have received relatively limited attention in digital pedagogical environments. This conceptual review draws on peer-reviewed literature between 2009 and 2025 to clarify these differences and examine their pedagogical implications. While DDDM is often reliant on systematic data use and predictive tools, DBDM is concerned with collaborative interpretation supported by digital dashboards and formalized methodologies, and DIDM integrates professional judgment with digital evidence and ethical considerations. The analysis highlights the impact of digital environments – such as learning management systems, digital trace data, and new AI-supported tools – on educational decision-making. Each approach has distinct benefits and challenges that have implications for teacher professional development and learning as well as institutional practices. An understanding of these differences is essential to effectively balance technological capabilities with pedagogical expertise, as well as to foster ethical and context-aware data use in contemporary education.
Artificial Intelligence for Educators – Practical Guidelines: Tool Selection, Attribution, and Assessment of Student Work
The observation that artificial intelligence plays and will continue to play a prominent role across all professional fields, in political and social life, in education, and for personal development has led to growing awareness of the importance of making anticipatory adjustments to educational systems and processes. This recognition has prompted the proposal and continuous refinement of various resources: suggestions, guidelines, reference frameworks, educational policy documents, and legislative regulations that vary in their utility, pertinence, and coherence, yet remain undeniably relevant for our changing times.
Building upon these existing resources, this article serves as a practical introductory guide for the responsible integration of artificial intelligence in teaching and research activities. It provides useful elements for selecting AI tools appropriate to specific pedagogical tasks, reviews protocols for citing and acknowledging AI contributions in various professional contexts, and proposes effective methods for assessing the authenticity of student work in the AI era. The guide advocates for maintaining a careful balance between harnessing technological potential and preserving the essential human component in the educational process.
Percepții și practici ale cadrelor didactice privind integrarea inteligenței artificiale în educație: un studiu transnațional în România, India, China și Brunei
Teachers’ perceptions and practices regarding the integration of artificial intelligence in education: a transnational study in Romania, India, China and Brunei
This research examines the transformative role of artificial intelligence (AI) in education, placing it within the broader context of a cognitive industrial revolution. Despite the increasing integration of AI-based tools – such as automated assessment systems, adaptive learning platforms or virtual assistants – their adoption in education remains uneven globally. This disparity, driven by institutional, cultural or infrastructural differences, risks deepening existing educational inequalities and fostering superficial use of digital technologies. The present study draws on empirical data collected in July 2024 from over 250 teachers in Romania, India, China and Brunei, to investigate perceptions of the effectiveness, frequency of use and integration of AI tools in teaching practice. Variables such as prior professional training, teaching experience, internet access and field of study are analyzed. Through comparative and contextualized analysis, the research highlights the need for adapted training programs, informed educational policies, and culturally sensitive pedagogical innovations. The results contribute to filling a significant gap in the literature, which has thus far neglected the transnational empirical perspective on how teachers evaluate and use educational technologies based on artificial intelligence.
Competențele digitale ale cadrelor didactice în ansamblul competențelor pedagogice
The Digital Competences of Teaching Staff within the Framework of Pedagogical Competences
Teachers’ digital competence has become a fundamental element for the success and efficiency of the educational process in the 21st Century. In the context of accelerated digital transformation of educational systems, teaching staff are at the forefront of social change and need solid digital competencies to use technology efficiently, creatively and responsibly, transforming it into a valuable tool for teaching, learning and assessment. This paper analyses the complex and multidimensional concept of digital competence, exploring its theoretical evolution and the importance of integrating it within the framework of pedagogical competencies. The study highlights that digital competence goes beyond the simple instrumental use of technology, involving a complex combination of knowledge, skills and attitudes that enable critical and responsible use of digital technology in various educational contexts. Through analysis of existing theoretical frameworks, including DigComp and DigCompEdu, the research demonstrates that initial training and continuous professional development of teaching staff must follow a modern, reformist trajectory, with emphasis on developing integrated didactic and digital professional competencies. The purpose of this paper is to contribute to a deep understanding of digital competence as an essential component of contemporary teaching professionalism and to highlight its importance for improving the quality of the educational process in the digital age.
Integrating Artificial Intelligence into Digital Pedagogy: An Analysis of Challenges and Opportunities
L’Intégration de l’Intelligence Artificielle dans la Pédagogie Numérique : Une Analyse des Défis et des Opportunités
Within the context of fast digital transformation, the integration of artificial intelligence (AI) in digital pedagogy opens new horizons for personalized learning, optimized school management, and a redefinition of the pedagogical relationship.
This article investigates how AI can support digital pedagogy not only through automation and increased efficiency, but also by assisting teachers in instructional decision-making and adapting learning paths to individual student needs.
Alongside the clear benefits, it also addresses significant ethical and socio-cultural challenges – such as algorithmic bias, the opacity of automated decisions, the impact on students’ digital identity, and the need for critical digital literacy among educators. Drawing from interdisciplinary theoretical frameworks and applied examples, the study advocates for a responsible and value-oriented integration of AI into educational systems.
The conclusion emphasizes that AI should be seen not as a substitute for teachers, but as a pedagogical partner – one whose success depends on balancing technological innovation with humanistic principles.
The Role of Artificial Intelligence in School Leadership
Le rôle de l’intelligence artificielle dans la direction scolaire
This paper examines the transformative role of Artificial Intelligence (AI) in school leadership and management. It examines how AI can enhance decision-making, personalize learning experiences, improve digital pedagogy, and increase administrative efficiency. Additionally, the study discusses the challenges and ethical concerns associated with AI integration in educational leadership, such as bias and transparency. To address these issues, the review proposes strategies for implementing AI tools that align with educational goals while promoting equity and accountability. Furthermore, it reviews relevant literature on digital pedagogy, which extends traditional teaching methods into the digital space. A clear understanding of technological possibilities and their practical applications is essential for effectively integrating AI into education.
Dezvoltarea morală a inteligenței artificiale
The Moral Development of Artificial Intelligence
Le développement moral de l’intelligence artificielle
This article examines the moral development of artificial intelligence, exploring both theoretical dimensions and practical implications of implementing ethical principles in AI systems. Starting from the fundamental distinction between two architectures – Combinatorial-state automata (CSA) and Level of Abstraction (LoA) – the study investigates how AI systems can incorporate and exhibit behaviours aligned with moral principles. Through comparative analysis of two concrete AI implementations – the „Cătălin” call centre robot and the Character.ai platform – the article demonstrates significant differences between CSA systems, which strictly pursue predefined objectives, and LoA systems, which incorporate ethical thresholds and adaptive capabilities. In the current context of accelerated artificial intelligence development, the paper argues for the fundamental necessity of integrating moral databases into AI system architecture, emphasizing the significant impact of this approach in both educational and commercial interactions. The conclusion highlights that, while we cannot yet speak of an intrinsic morality in artificial intelligence, implementing ethical principles in AI system programming represents an imperative necessity for developing human-machine interactions based on trust and moral values.