TY - JOUR
T1 - Strengthening Human Epistemic Agency in the Symbiotic Learning Partnership With Generative Artificial Intelligence
AU - Wu, Jiun Yu
AU - Lee, Yuan Hsuan
AU - Chai, Ching Sing
AU - Tsai, Chin Chung
N1 - Publisher Copyright:
© 2025 The Author(s). This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page (https://us.sagepub.com/en-us/nam/open-access-at-sage).
PY - 2025/8/1
Y1 - 2025/8/1
N2 - 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.
AB - 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.
KW - computers and learning
KW - generative artificial intelligence
KW - instructional technologies
KW - shared epistemic agency
KW - teacher education/development
UR - https://www.scopus.com/pages/publications/105004304136
UR - https://www.scopus.com/pages/publications/105004304136#tab=citedBy
U2 - 10.3102/0013189X251333628
DO - 10.3102/0013189X251333628
M3 - Review article
AN - SCOPUS:105004304136
SN - 0013-189X
VL - 54
SP - 358
EP - 368
JO - Educational Researcher
JF - Educational Researcher
IS - 6
ER -