A principled way to think about AI in education: guidance for action based on goals, models of human learning, and use of technologies
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arXiv
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| Format: | Preprint |
| Publié: |
2025
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| _version_ | 1866911188680441856 |
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| author | Finkelstein, Noah D. |
| author_facet | Finkelstein, Noah D. |
| contents | The rapid emergence of generative artificial intelligence (AI) and related technologies has the potential to dramatically influence higher education, raising questions about the roles of institutions, educators, and students in a technology-rich future. While existing discourse often emphasizes either the promise and peril of AI or its immediate implementation, this paper advances a third path: a principled framework for guiding the use of AI in teaching and learning. Drawing on decades of scholarship in the learning sciences and uses of technology in education, I articulate a set of principles that connect broad our educational goalsto actionable practices. These principles clarify the respective roles of educators, learners, and technologies in shaping curricula, designing instruction, assessing learning, and cultivating community. The piece illustrates how a principled approach enables higher education to harness new tools while preserving its fundamental mission: advancing meaningful learning, supporting democratic societies, and preparing students for dynamic futures. Ultimately, this framework seeks to ensure that AI augments rather than displaces human capacities, aligning technology use with enduring educational values and goals. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2510_01467 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | A principled way to think about AI in education: guidance for action based on goals, models of human learning, and use of technologies Finkelstein, Noah D. Computers and Society Physics Education The rapid emergence of generative artificial intelligence (AI) and related technologies has the potential to dramatically influence higher education, raising questions about the roles of institutions, educators, and students in a technology-rich future. While existing discourse often emphasizes either the promise and peril of AI or its immediate implementation, this paper advances a third path: a principled framework for guiding the use of AI in teaching and learning. Drawing on decades of scholarship in the learning sciences and uses of technology in education, I articulate a set of principles that connect broad our educational goalsto actionable practices. These principles clarify the respective roles of educators, learners, and technologies in shaping curricula, designing instruction, assessing learning, and cultivating community. The piece illustrates how a principled approach enables higher education to harness new tools while preserving its fundamental mission: advancing meaningful learning, supporting democratic societies, and preparing students for dynamic futures. Ultimately, this framework seeks to ensure that AI augments rather than displaces human capacities, aligning technology use with enduring educational values and goals. |
| title | A principled way to think about AI in education: guidance for action based on goals, models of human learning, and use of technologies |
| topic | Computers and Society Physics Education |
| url | https://arxiv.org/abs/2510.01467 |