By By Adenigbagbe, Henry Adeloye. PhD
Abstract:
This study explores the philosophical implications of integrating Artificial Intelligence (AI)
into educational systems, with a focus on its meaning, emerging concerns, and future
prospects. Through a normative philosophical lens, the research critically examines whether
AI technologies align with or undermine the foundational goals of education. Drawing on
epistemological, ethical, and ontological frameworks, the study investigates how AI affects
knowledge construction, the teacher-student relationship, and the role of human agency.
While AI offers promising benefits—such as personalized learning and enhanced
accessibility—it also raises critical concerns related to surveillance, algorithmic bias, and the
potential erosion of human-centered educational values. The findings suggest that although
AI can complement education by increasing efficiency and individualization, its unchecked
application risks reducing learning to mechanical processes and marginalizing ethical and
interpersonal dimensions of teaching. The study concludes by advocating for a cautious,
philosophically informed integration of AI, supported by educational policies that uphold
justice, critical thinking, and the moral development of learners. Recommendations
emphasize the need for ongoing dialogue between educators, technologists, and policymakers
to ensure that AI serves the holistic and democratic aims of education.
