The abstract offers a sociological reflection on the educational transformations generated by artificial intelligence, with particular attention to processes of cognitive adaptivity and the redefinition of teaching and learning practices. The contribution critically examines both the promises and ambivalences of AI in educational contexts, exploring its epistemological, relational, and institutional implications. It advances an interpretative framework that integrates technological innovation with pedagogical responsibility, emphasizing the need for an educational governance capable of combining innovation, inclusion, and critical awareness.
RETHINKING LEARNING FUTURES: SOCIOLOGICAL PERSPECTIVES ON AI, COGNITIVE ADAPTIVITY AND EDUCATIONAL TRANSFORMATIONS
Riccardo Mancini;Riccardo Sebastiani;Sara Pellegrini
2026-01-01
Abstract
The abstract offers a sociological reflection on the educational transformations generated by artificial intelligence, with particular attention to processes of cognitive adaptivity and the redefinition of teaching and learning practices. The contribution critically examines both the promises and ambivalences of AI in educational contexts, exploring its epistemological, relational, and institutional implications. It advances an interpretative framework that integrates technological innovation with pedagogical responsibility, emphasizing the need for an educational governance capable of combining innovation, inclusion, and critical awareness.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
