Philosophical Implications for Using Artificial Intelligence in Teaching and Learning

Document Type : Original Article

Author

Ph.D. in Philosophy of Islamic Education, Allameh Tabatabaei University, Tehran, Iran.

10.22091/jrim.2025.14009.1392

Abstract

The aim of this article is to examine the philosophical implications of using artificial intelligence in education and learning. In this study, the research method is descriptive-analytical and the data collection tool is in the form of taking notes from books, articles and other scientific documents. The research findings show that the use of artificial intelligence in education brings with it extensive philosophical issues and implications; because the use of artificial intelligence in education by teachers and students is not only a technical challenge, but also a deep and fundamental philosophical question. This issue includes various epistemological and anthropological aspects, including: the definition and nature of knowledge and learning in humans and artificial intelligence systems, the methods of representing knowledge and processing information by these two, the concept of the authenticity of knowledge and cognition, the sources of knowledge and cognition in humans and artificial intelligence, the fundamental differences in cognitive processes between them and the changing roles of teachers and learners in the learning process. Philosophical challenges surrounding the authenticity of knowledge generated by AI depend heavily on our definition of knowledge and authenticity, and this has led to different perspectives. In addition, fundamental and significant differences in the way humans and AI learn change the role of students to active participants and the role of teachers to designers of learning experiences. Therefore, examining these complex philosophical issues and debates is essential for the successful design and implementation of AI-based educational systems so that we can benefit from the positive effects of this technology in improving the quality of teaching and learning.

Keywords

References

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History

  • Receive Date: 28 September 2025
  • Revise Date: 22 November 2025
  • Accept Date: 03 December 2025

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