AI For Whom? Participation, Power and Educational Pathways in the Age of Artificial Intelligence
Bibliographic Data
| ID | 21445786 |
|---|---|
| Authors | Daniel Autenrieth (0000-0002-9235-4193, Autenrieth & Partner Greven Germany), Jan-René Schluchter (0000-0003-2321-0054, Department of Media Education, Institute of Educational Science Ludwigsburg University of Education Ludwigsburg Germany), Lea Schulz (0000-0002-1071-4010, Department of Education for Speech and Communication Impairments, Institute of Special Education Europa‐Universität Flensburg Flensburg Germany, corresponding author) |
| Year | 2026 |
| Volume | 61 |
| Issue | 2 |
| Publication date | 2026-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Education (JOURNAL) |
| Journal identifiers | ISSN: 0141-8211 • E-ISSN: 1465-3435 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/ejed.70602 |
| OpenAlex | W7155194977 |
| Language | EN |
| References cited | 53 |
For four decades, discourses on digital divides have shaped engagement with societal transformation processes in the context of digitality. With the rapid development of AI technologies, these disparities are manifesting in an emerging “AI Divide” that not only reproduces existing social inequalities but potentially amplifies them. This article analyses the interactions between AI development, digital inequality and social participation, and argues, by way of example, against technological solutionism and techno‐ableism, which reduce complex social challenges to technically solvable problems. Instead, the necessity of a critical integration of AI safety and AI alignment with inclusive educational processes is elaborated. Central to this is the question of how transformative education can enable people not merely to adapt technically, but to actively participate in shaping an inclusive, AI‐influenced society. The article proposes anchoring inclusion as a continuous moment of reflection in the development and implementation of AI, and outlines pedagogical enabling spaces that can promote both “Inclusive AI” and “AI for Inclusion”
Context (archaeology) · Digital transformation · Inclusion (mineral) · Inequality · Power (physics) · Reflection (computer programming) · Social inequality · Social transformation · Transformative learning · Digital Education and Society · Ethics and Social Impacts of AI · Global Educational Policies and Reforms
Relationen
Steuerung von Inklusion!?
The Deepening Divide
Brilliant Imperfection
Algorithms of Oppression
Some Studies in Machine Learning Using the Game of Checkers
Contemporary Paradigms of Learning
"Algorithms ruin everything"
First I "like" it, then I hide it
Assessing the Role of Age, Education, Gender and Income on the Digital Divide
Crip Technoscience Manifesto
Zugänge zu Inklusion
Partizipative Mediendidaktik
Facing Crises of Unsustainability
The Limits of Technology
Exclusion by design
The disability divide in internet access and use
To be or not to be algorithm aware
How do people judge the credibility of algorithmic sources
Ableism, Technoableism, and Future AI
Große Transformation? Zur Zukunft moderner Gesellschaften
Gesellschaftliche Teilhabe
Körper 2.0
Digital inequalities in the age of artificial intelligence and big data
Decolonial AI
Expanding the Boundaries of Digital Inclusion
Explaining the Mediatisation Approach
The importance of algorithm skills for informed Internet use
| Citation velocity | historical |
|---|---|
| Highly cited | No |