Defining ‘the Force’ of artificial intelligence in education
Exploring the future of teaching through informed speculation
Bibliographic Data
| ID | 21785548 |
|---|---|
| Authors | Cornelia Linderoth (0009-0003-3778-4187, Linköping University, corresponding author), Mina Mani (0000-0003-2669-8059, Linköping University), Konrad Schönborn (0000-0001-8888-6843, Linköping University), Magnus Hultén (0000-0001-5257-8208, Linköping University), Linnea Stenliden (0000-0002-3115-9060, Linköping University) |
| Year | 2025 |
| Pages | 1-15 |
| Publication date | 2025-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Learning Media and Technology (JOURNAL) |
| Journal identifiers | ISSN: 1743-9884 • E-ISSN: 1743-9892 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/17439884.2025.2550502 |
| OpenAlex | W4413878265 |
| Language | EN |
| Citations received | 2 |
| References cited | 38 |
In the ‘Star Wars’ universe, the Force is a powerful energy that can be harnessed for good or evil. Similarly, artificial intelligence (AI) in education is often depicted as a transformative power capable of revolutionizing teaching and learning. This paper explores possible futures in education in relation to generative AI and predictive AI, using informed speculation to offer insights into the future. As our visions for tomorrow’s technology are being defined today, it is important to invite teachers to define the technology we should strive for. This paper presents two co-design workshops involving seven secondary-school teachers with diverse experiences and understandings of AI. Analysis of the workshop recordings informed three narrative episodes that center on lesson-planning in the future, the technical divide, and assessment agency. Education fiction is used as a mode for deep reflection on the results, staging scenarios and exploring the implications of AI in education. The results suggest that while teachers fear changes to their profession, they also offer constructive ideas for AI’s potential use. This informed speculation helps to elaborate on challenges and possibilities AI poses for teachers, providing important insights into how to harness AI effectively in teaching while avoiding techno-solutionism by broadening future perspectives
Economics · Engineering ethics · Pedagogy · Sociology · Speculation · Educational Games and Gamification · Engineering · Online Learning and Analytics · Psychology · Teaching and Learning Programming
Teachers and machines
Teaching Machines
What might the school of 2030 be like? An exercise in social science fiction
Deep learning goes to school
Impossible Dreaming
Speculative Practicescapes of Learning Design and Dreaming
Characteristics of Education Fiction
AI hyped? A horizon scan of discourse on artificial intelligence in education (Aied) and development
Conflicting motives
Education, automation and AI
Competing visions of artificial intelligence in education—A heuristic analysis on sociotechnical imaginaries and problematizations in policy guidelines
Technology in the classroom
Still w( AI )ting for the automation of teaching
State of the art and practice in AI in education
The future of AI and education
Anecdote, fiction, and statistics
Dreamscapes of Modernity
Hello GPT! Goodbye home examination? An exploratory study of AI chatbots impact on university teachers’ assessment practices
From designing to co-designing to collective dreaming
Selling tech to teachers
Researching without representation? Language and materiality in post-qualitative methodology
Promises and challenges of generative artificial intelligence for human learning
Introduction
Co-Designing Multispecies Speculations Through Biofuturing
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |