人工智能在教育中的应用超越学习成果：认知、自主性、情感与伦理
AI in Education Beyond Learning Outcomes: Cognition, Agency, Emotion, and Ethics
AI总结：
本文探讨了AI在教育中的社会影响，强调通过整合认知、自主性、情感和伦理维度，提出负责任的AI设计以支持学习并维护教育的社会目标。
摘要：
人工智能（AI）正迅速被整合到教育环境中，承诺提供个性化的支持和提高效率。然而，越来越多的证据表明，对AI的盲目采用可能会产生意想不到的负面影响，这些影响不仅限于个人学习成果，还会影响更广泛的社会目标。本文通过一个整合框架探讨了AI在教育中的社会影响，该框架包含四个相互关联的维度：认知、自主性、情感福祉和伦理。基于教育、认知科学、心理学和伦理学的研究，我们综合现有证据，展示了AI驱动的认知卸载、学习者自主性降低、情感疏离和以监控为导向的做法如何相互强化。我们认为，这些动态可能会削弱批判性思维、智力自主性、情感韧性以及信任，这些能力既是有效学习的基础，也是民主参与和知情公民参与的基础。此外，AI的影响取决于设计和治理：教育导向、伦理基础和以人类为中心的AI系统可以支撑努力推理、支持学习者的自主性和保持有意义的社会互动。通过将碎片化的先前研究整合到一个统一的框架中，本文推进了关于负责任的AI在教育中的讨论，并为教育工作者、设计师和机构提供了可行的建议。最终，本文认为，核心挑战不是AI是否应用于教育，而是如何设计和治理AI以支持学习，同时保护教育的社会和公民目的。
英文摘要：
Artificial intelligence (AI) is rapidly being integrated into educational contexts, promising personalized support and increased efficiency. However, growing evidence suggests that the uncritical adoption of AI may produce unintended harms that extend beyond individual learning outcomes to affect broader societal goals. This paper examines the societal implications of AI in education through an integrative framework with four interrelated dimensions: cognition, agency, emotional well-being, and ethics. Drawing on research from education, cognitive science, psychology, and ethics, we synthesize existing evidence to show how AI-driven cognitive offloading, diminished learner agency, emotional disengagement, and surveillance-oriented practices can mutually reinforce one another. We argue that these dynamics risk undermining critical thinking, intellectual autonomy, emotional resilience, and trust, capacities that are foundational both for effective learning and also for democratic participation and informed civic engagement. Moreover, AI's impact is contingent on design and governance: pedagogically aligned, ethically grounded, and human-centered AI systems can scaffold effortful reasoning, support learner agency, and preserve meaningful social interaction. By integrating fragmented strands of prior research into a unified framework, this paper advances the discourse on responsible AI in education and offers actionable implications for educators, designers, and institutions. Ultimately, the paper contends that the central challenge is not whether AI should be used in education, but how it can be designed and governed to support learning while safeguarding the social and civic purposes of education.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
