Jul 2026· Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi· 0 citations· 71 references
TL;DR
This study examines the transformative impact of artificial intelligence (AI) on the future of work from a human-centered, interdisciplinary perspective, highlighting the necessity of interdisciplinary collaboration to ensure that AI not only enhances efficiency but also promotes justice, well-being, and sustainability.
Abstract
This study examines the transformative impact of artificial intelligence (AI) on the future of work from a human-centered, interdisciplinary perspective. Drawing on insights from sociology, ethics, education and organizational behavior studies, it highlights how AI reshapes job roles, skills, workplace dynamics and labor identities. The paper emphasizes that AI is not a neutral or inevitable force but a socio-technical system shaped by power, culture and policy. Key challenges include algorithmic management, digital exclusion, emotional labor and a lack of ethical opacity. To address these issues, the study advocates for policies that prioritize transparency, inclusivity and human agency through educational reform, robust labor protections and ethical AI governance. Furthermore, the paper underscores that social scientists should not remain mere observers of these processes but can act as active agents in shaping a fair and equitable integration of AI into work life. Developed within a conceptual framework, this study offers guidance for future research and policymaking, highlighting the necessity of interdisciplinary collaboration to ensure that AI not only enhances efficiency but also promotes justice, well-being, and sustainability.
This conceptual paper argues that traditional technology governance models are insufficient and that leaders must develop an augmented moral compass to navigate algorithmic decision-making, data governance, and equity and proposes an original Moral Compass Model.
It is argued that the ethical and responsible use of AI is not merely a technical concern but a core pedagogical imperative that must be woven into the fabric of social work curricula, highlighting the need for a revised curriculum that fosters AI literacy, critical thinking, and a robust ethical framework to prepare f...
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It is argued for a conceptual reorientation from pedagogical scaffolding toward learning-ecosystem architecture and proposed a pedagogy of friction that preserves the desirable difficulties through which authentic agency is nurtured.
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