Potential Abstract: As artificial intelligence (AI) technologies continue to shape educational practices, there is a pressing need to critically examine the implications of these innovations on experiential learning paradigms. This study adopts a phenomenological approach to explore the ways in which AI-mediated educational experiences intersect with and potentially reinforce existing hegemonies in the educational landscape. Drawing on qualitative data collected from educators and students engaged in AI-enhanced experiential learning activities, this research unpacks the nuanced relationships between technology, power, and pedagogy. By centering the lived experiences of participants, the study illuminates the complex interplay between technological advancements and socio-political structures that influence the design and implementation of experiential learning initiatives. Through a critical lens, this research contributes to the ongoing discourse on educational innovation by foregrounding the voices of those directly involved in AI-infused educational practices and shedding light on the potential risks and opportunities posed by these advancements.
Potential References:
- Discourses of artificial intelligence in higher education: A critical literature review
- Counter-hegemonic computing: Toward computer science education for value generation and emancipation
- Can artificial intelligence be decolonized?
- Decolonial AI: Decolonial theory as sociotechnical foresight in artificial intelligence
- Rhizomes, nomads, and complexity: A new relational pedagogy for the era of networks, social media, and artificial intelligence
