Strengthening Human Epistemic Agency in the Symbiotic Learning Partnership With Generative Artificial Intelligence
Bibliographic Data
| ID | 9733686 |
|---|---|
| Authors | Jiun-Yu Wu (0000-0002-3160-9658, Southern Methodist University, Dallas, TX), Yuan‐hsuan Lee (0000-0001-6196-4848, University of North Texas, Denton, TX, corresponding author), Ching Sing Chai (0000-0002-6298-4813, The Chinese University of Hong Kong, Hong Kong), Chia-Chun Tsai (0000-0001-7744-9971, National Taiwan Normal University, Taipei) |
| Year | 2025 |
| Volume | 54 |
| Issue | 6 |
| Pages | 358-368 |
| Publication date | 2025-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Researcher (JOURNAL) |
| Journal identifiers | ISSN: 0013-189X • E-ISSN: 1935-102X |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/0013189x251333628 |
| OpenAlex | W4409965161 |
| Language | EN |
| Citations received | 18 |
| References cited | 46 |
This conceptual article explores shared epistemic agency between humans and generative artificial intelligence (GenAI), emphasizing the need to foster active human epistemic agency through adaptive epistemic stances. We propose a framework incorporating epistemic stances in interactions with GenAI, drawing on Tsai’s (2004) work to explore the reinforcing relationship between them. The article outlines how learners’ epistemic stances affect their interaction with GenAI and suggests strategies for fostering critical engagement and inquiry. We assert that learners with adaptive epistemic stances benefit more from GenAI and that continuous interaction with GenAI can reshape learners’ epistemic development. This article aims to promote a symbiotic relationship where both human and machine contributions are valued, ultimately enhancing the overall learning experience through shared epistemic agency
Agency (philosophy · Cognitive science · General partnership · Generative grammar · Political science · Social science · Sociology · Artificial Intelligence · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology
Epistemic dependence in AI-mediated learning
Enact-Examine-Extract (E3)
Learner agency in self-directed use of GenAI for informal language learning
Students’ Multimodal Meaning-Making of Epistemic Stances on GenAI in Science Classrooms
The role of generative artificial intelligence in enhancing creativity and its impact on university adaptation and academic performance
A phenomenographic analysis of undergraduates’ conceptions of generative AI-mediated learning
Epistemic and efficacy beliefs jointly shape students’ self-directed learning with technology across elementary through high school
Bidirectional relations of epistemic beliefs and their impact on student engagement across GenAI platforms
Redefining and measuring student agency in AI-assisted learning
Generative artificial intelligence augments social interactivity and learning outcomes
Teachers’ doings in the AI era
Identifying students’ metacognition patterns by their needs for cognitive closure in human-GenAI collaboration
STEM education
Hierarchical analysis of in-service teachers’ barriers to technology-integrated instruction
Operationalizing cognitive apprenticeship through generative AI pedagogical agents
The research we never questioned
Generative AI and the Irreducible Role of Teachers as Callers into Subjectness
The role of epistemic beliefs in predicting ChatGPT adoption and avoidance in higher education
Is it harmful or helpful? Examining the causes and consequences of generative AI usage among university students
The Development of Epistemological Theories
Examining Classroom Science Practice Communities
Domain-Generality and Domain-Specificity in Personal Epistemology Research
Changing Teachers' Epistemic Cognition
The development of epistemological understanding
Addressing the epistemic elephant in the room
The Cambridge Handbook of the Learning Sciences
Harnessing the power of promising technologies to transform science education
Becoming epistemically active in online reading
Narratives of epistemic agency in citizen science classification projects
ChatGPT is bullshit
The "tipping point" for educational research
Students’ Civic Online Reasoning
Shared Epistemic Agency
Students working with multiple conflicting documents on a scientific issue
| Unique citing works | 18 |
|---|---|
| Citations per year | 18 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 17 |