Reinstituting teacher agency and classroom resilience amid geopolitics of AI homogenisation

The development of Artificial Intelligence in Education (AIEd) is often presented as a narrative of technological neutrality, sustained by the logic of efficiency and deterministic inevitability. This paper questions that assumption, exploring how global power structures influence AI implementation, propelled by divergent geopolitical visions that hint at deeper national interests. Through a critical analysis of the existing literature, three hegemonic models are identified: instrumental in the United States, behavioural in China, and regulatory in Europe. Then, the paper critically reviews algorithmic homogeneity and the associated cognitive delegation that might diminish teachers’ agency and pedagogical capacity. The notion of classroom resilience is proposed as an alternative integrative framework. This resilience is not understood as mere technological adaptation in the face of ongoing change, but as the claim to regain teaching agency and pedagogical sovereignty in the face of the change that educational automation and contextual variables entail.