How Artificial Intelligence is shaping the future of learning
rethinking education, competence, and human agency
DOI:
https://doi.org/10.32015/JIBM.2026.18.1.10Keywords:
Artificial Intelligence; future skills; human agency; learning culture; ethics of technologyAbstract
Purpose of the article. This paper explores how artificial intelligence (AI) transforms the philosophical, cultural, and pedagogical foundations of education. It argues that while AI expands cognitive capacity and predictive power, it simultaneously reveals the irreducible qualities of human learning—consciousness, doubt, resistance, meaning, and ethical responsibility. The central purpose is to re-articulate what it means to be educated when intelligence itself becomes machinic.
Research methodology. Drawing on conceptual synthesis and transdisciplinary literature from 2018–2025, the article integrates systems theory (Luhmann), media theory (McLuhan), and contemporary educational research on AI literacyand future skills. It analyzes philosophical arguments and policy frameworks (OECD, UNESCO) to derive a normative model for “learning in the age of algorithmic certainty.”
Findings. Education’s core value lies not in reproducing information but in cultivating judgment under uncertainty. The paper identifies five dimensions of Future Skills Literacy: epistemic humility, ethical discernment, creative resistance, dialogical imagination, and digital sovereignty.
Practical implications. For schools and universities, these insights translate into new designs for curricula, assessment, and institutional culture—emphasizing ambiguity tolerance, ethical reasoning, and human–AI co-agency.
Originality/Value. The article moves beyond deterministic narratives to position AI as a mirror that reframes the human condition. It links philosophy, pedagogy, and leadership, contributing a humanistic vision of learning for the twenty-first century.
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