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2 references
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- Vol 4 RE: Chapter 26
generative artificial intelligenceself-directed learningpersonalized learning supportai literacyeducator guidanceacademic integrityinformation evaluationlearning technology researchPreprint Evidence summaryAt a glance
Roe and Perkins map research at the intersection of generative artificial intelligence and self-directed learning through a PRISMA-ScR-informed review of 18 studies published from 2020 to 2024. Their synthesis identifies four recurring themes: possible enhancement of self-directed learning, the continuing importance of educators as guides, personalization of learning support, and the need for caution.
Key ideas
Generative tools can provide rapid, on-demand explanations, feedback, and assistance adapted to a learner’s questions, potentially widening opportunities to plan and pursue learning independently. The evidence also raises concerns about accuracy, overreliance, academic integrity, privacy, and learners’ ability to judge generated information. The authors therefore reject the idea that AI makes teachers unnecessary; educators remain central in developing AI literacy, structuring tasks, and helping learners evaluate outputs. The review emphasizes that the evidence base is young, dominated by text-based systems and short-term studies.
Why it matters
It calls for longitudinal, empirical work on learning outcomes, diverse learner groups, and emerging multimodal tools before strong causal or general claims are made.
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- Vol 4 TE: App C
person-centered educationsignificant learninglearner autonomyfacilitative teachingempathic understandingexperiential learningparticipatory assessmentself-directed learningBook Evidence summaryAt a glance
Rogers applies person-centered psychology to education and argues that significant learning is active, personally relevant, and initiated in important part by the learner. He contrasts this with compulsory transmission of disconnected facts.
Key ideas
The educator’s central task is to facilitate a climate in which students can inquire, take intellectual risks, use resources, and accept responsibility for choices. Rogers describes three facilitative attitudes: genuineness or congruence, acceptance and trust, and empathic understanding of the learner’s perspective. He illustrates these ideas through classrooms, workshops, independent study, and participatory forms of evaluation. Freedom does not mean an absence of structure; learners and facilitators negotiate purposes, limits, resources, and consequences.
Why it matters
The book’s enduring proposal is that education should develop adaptable, self-directing people who can continue learning amid change, rather than merely reproduce information selected by authorities.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
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