“Where is Agency Moving to?”: Exploring the Interplay between AI Technologies in Education and Human Agency

Abstract This study explores the relationship between human agency and the use of sociotechnical AI technologies in educational contexts. While AI applications in education promise benefits such as personalised learning experiences and enhanced efficiency, empirical evidence supporting these claims remains limited, particularly regarding their implications for agency across different levels. Reflecting on these issues, this research critically evaluates how these technologies impact agency dynamics, namely on the subjective, intersubjective, and collective dimensions of agency as perceived by educators. The current study forms part of a broader Educational Design Research project, structured across multiple stages (including a Systematic Literature Review, a Delphi study, and focus groups with teachers). Drawing on this triangulated methodological architecture, the paper specifically focuses on the qualitative analysis of discussions about how AI systems may transform human agency across different levels. This methodology facilitates a comprehensive examination of both the opportunities and risks associated with the increasing integration of AI in educational settings. Insights gathered reveal that educators present a layered understanding of their students’ subjective agency but may overlook the broader intersubjective impacts of AI systems, potentially leading to narratives that envision a future where the role of teachers is diminished. While the immediate focus is on understanding educators’ perceptions of agency transformations through AI integration, the study also contributes to a wider. Objective informing the design of a professional development framework for teachers. In particular, the research aims to provide critical foundations for the development of pedagogical interventions that intentionally address agency within educational contexts where AI systems are increasingly present. education, providing meaningful substance for debates among educators, policymakers, and researchers.