ARTIFICIAL INTELLIGENCE AS A MEDIATION OF LEARNING: AUTONOMY AND SELF-REGULATION IN BASIC EDUCATION

Abstract

The expansion of artificial intelligence in educational contexts has significantly reshaped the ways of studying, particularly in the home environment, where students increasingly interact with systems capable of generating responses, organizing content, and guiding learning processes. This chapter analyzes artificial intelligence as a form of learning mediation, focusing on its implications for autonomy and self-regulation of study in basic education. Grounded in historical-cultural theory, digital literacy studies, and contemporary discussions on artificial intelligence in education, the text problematizes both the potential and the limitations of this algorithmic mediation. It is argued that AI can expand students’ repertoires, foster investigative practices, and support study organization, but it can also induce cognitive dependence, informational superficiality, and the weakening of authorship. The analysis highlights the need to move from an instrumental notion of digital literacy toward a critical digital literacy capable of understanding the sociotechnical and discursive effects of automation. It concludes that educating students in the age of artificial intelligence requires intentional, ethical, and reflective pedagogical practices, committed to intellectual autonomy and human formation.