Saved in:
| Main Authors: | , |
|---|---|
| Format: | Preprint |
| Published: |
2026
|
| Subjects: | |
| Online Access: | https://arxiv.org/abs/2604.27245 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1866914578872401920 |
|---|---|
| author | Fournier, Jason Łodzikowski, Kacper |
| author_facet | Fournier, Jason Łodzikowski, Kacper |
| contents | Generative AI has rapidly entered education through free consumer tools, outpacing the ability of schools and universities to respond. Now a new wave of more autonomous agentic AI systems--with the capacity to plan and act towards goals--promises both greater educational personalization and greater disruption. This chapter argues that successfully navigating these innovations requires balancing three core tensions: (1) Implementation Feasibility, or the practical capacity to integrate AI sustainably into real classrooms; (2) Adaptation Speed, or the mismatch between fast-evolving AI capabilities and the slower pace of educational change; and (3) Mission Alignment, or the need to ensure AI applications uphold educational values such as equity, privacy, and pedagogical integrity. First, we review early evidence of generative and agentic AI in various sectors and in frontline education to illustrate these tensions in context. Then, we present a three-tension framework to guide decision-makers in evaluating and designing AI initiatives across K-12 and higher education. We provide examples of how the framework can be applied to plan responsible AI deployments, and we identify emerging trends--such as curriculum-linked AI agents and educator-informed AI design--along with open research directions. We conclude the chapter with recommendations for educational leaders to proactively engage with the opportunities and challenges of AI, so that this technology can be harnessed to enhance teaching and learning in the decade ahead. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2604_27245 |
| institution | arXiv |
| publishDate | 2026 |
| record_format | arxiv |
| spellingShingle | Addressing the Reality Gap: A Three-Tension Framework for Agentic AI Adoption Fournier, Jason Łodzikowski, Kacper Computers and Society Artificial Intelligence Generative AI has rapidly entered education through free consumer tools, outpacing the ability of schools and universities to respond. Now a new wave of more autonomous agentic AI systems--with the capacity to plan and act towards goals--promises both greater educational personalization and greater disruption. This chapter argues that successfully navigating these innovations requires balancing three core tensions: (1) Implementation Feasibility, or the practical capacity to integrate AI sustainably into real classrooms; (2) Adaptation Speed, or the mismatch between fast-evolving AI capabilities and the slower pace of educational change; and (3) Mission Alignment, or the need to ensure AI applications uphold educational values such as equity, privacy, and pedagogical integrity. First, we review early evidence of generative and agentic AI in various sectors and in frontline education to illustrate these tensions in context. Then, we present a three-tension framework to guide decision-makers in evaluating and designing AI initiatives across K-12 and higher education. We provide examples of how the framework can be applied to plan responsible AI deployments, and we identify emerging trends--such as curriculum-linked AI agents and educator-informed AI design--along with open research directions. We conclude the chapter with recommendations for educational leaders to proactively engage with the opportunities and challenges of AI, so that this technology can be harnessed to enhance teaching and learning in the decade ahead. |
| title | Addressing the Reality Gap: A Three-Tension Framework for Agentic AI Adoption |
| topic | Computers and Society Artificial Intelligence |
| url | https://arxiv.org/abs/2604.27245 |