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- Vol 7 RE: Chapters 11, 14
hybrid intelligencelearning analyticseducational artificial intelligencecognitive augmentationhuman agencyai literacyhuman–ai collaborationJournal article Evidence summaryAt a glance
Cukurova challenges the narrow view of educational AI as a collection of tools, especially generative systems that externalize human cognitive work. He reconnects artificial intelligence, learning analytics, and learning science through a human-centred framework with three possibilities: AI can externalize cognition by performing tasks, shape cognition as people internalize its models and outputs, or extend cognition through tightly coupled human–AI systems.
Key ideas
The last possibility supports hybrid intelligence, in which complementary human and machine capabilities produce outcomes neither could achieve alone. AI and analytics can also make learning processes visible and provide material for scientific inquiry, feedback, awareness, and regulation. Yet prediction alone does not explain learning, and indiscriminate delegation may weaken important human competencies. The article therefore asks researchers and educators to examine which cognitive work should remain human, how agency and meaning-making are preserved, and how systems affect competence over time.
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It calls for broader AI literacy, educational-system innovation, and research that evaluates augmentation, ethics, and human development rather than merely tool performance.
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- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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