The Logic of Sequences: Rethinking Educational Design in the Age of Predictive Instruction

This article examines how contemporary educational systems are increasingly shaped by predictive technologies that privilege sequential formatting over interpretive engagement. Drawing from emerging critiques of machine-led instruction, the piece argues that the design of learning processes is being reoriented around anticipatory logic, with significant implications for agency, feedback, and legitimacy in pedagogical settings. Particular attention is given to the transformation of instructional authority when design is pre-structured by models that simulate outcome-based reasoning. The discussion situates these shifts within broader debates on educational automation, calling for a renewed focus on format as a locus of critical scrutiny.