TL;DR
Whether AI-enhanced learning environments support or deter learn ers’ sense of cognitive authorship is considered, in the age of AI: in the age of AI, are self-directed learners still authors of their learning.
How university students construct their learner identities in the era of artificial intelligence is explored, highlighting the identity-related dimensions of AI-mediated learning and offering insights into what it means to be a learner in an increasingly AI-driven educational landscape.
How university students construct their learner identities in the era of artificial intelligence is explored, demonstrating how AI influences not only how students learn but also who they become as learners.
The review synthesizes empirical evidence on learner autonomy, self-regulation, and metacognitive development to identify the pedagogical, technical, cultural, and institutional factors influencing implementation in Arab classrooms and concludes that success hinges on pedagogy and cultural appropriation rather than tec...
The rapid proliferation of artificial intelligence (AI) tools in educational settings has catalyzed significant scholarly interest in how these technologies reshape two fundamental dimensions of learner development: student autonomy and student identity. This narrative literature review synthesizes evidence from 30 pee...
The findings suggest that adult learners mostly use AI in deliberate and analytical ways, guided by contextual awareness and discipline-specific expectations, while also negotiating stigma that sometimes leads to concealment.
Considering the rapid evolution of digital technologies and the emergence of AI, within the Fourth Industrial Revolution university training should equip students with knowledge and skills to address the challenges of the labor market and, more importantly, successfully navigate their daily personal and professional li...
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