 An empirical investigation of the experience of educators and politicians with the emergence of artificial intelligence in educationSon T.H. Pham Technology in Society, 2025, vol. 83, issue C Abstract: Artificial intelligence (AI) presents powerful opportunities for social reconstruction across multiple sectors, including public education, healthcare, security, and transportation. However, the ultrafast proliferation of AI projects in schools, primarily driven by corporate interests, may not align with long-term educational objectives such as student success, social-emotional learning, and inclusivity. This scenario echoes Pierre Bourdieu's conclusion regarding the systematic destruction of collectives as human systems increasingly prioritize commercial value. This phenomenological study explored the gap between education and technology in the context of the impending high-tech industrial revolution. Using Heideggerian interpretive phenomenology, we examined the lived experiences and expectations of the four leading educators and politicians in the United States. The findings elucidated five themes of the investigated phenomenon, contributing to bridging the gap between AI growth and education. Keywords: Artificial intelligence in education; Educators; Politicians; Technology; Education; AI; AIED (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:teinso:v:83:y:2025:i:c:s0160791x25001551 DOI: 10.1016/j.techsoc.2025.102965 Access Statistics for this article Technology in Society is currently edited by Charla Griffy-Brown More articles in Technology in Society from Elsevier |
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