Description
As artificial intelligence (AI) becomes increasingly embedded in educational systems, the challenge is no longer limited to technological integration—it demands a rethinking of pedagogical foundations. This article introduces the concept of Symbiotic Learning, a multidimensional framework that brings together reflective practice, interconnected enquiry, systems thinking (DSRP), quantum cognition, and AI augmentation to co-create learning environments that are inclusive, adaptive, and deeply human.Drawing on Dewey’s (1938) experiential learning, Vygotsky’s (1978) sociocultural mediation, and Schön’s (1983) reflective practitioner model, this framework places learners and educators as dynamic agents in evolving knowledge ecosystems. The model is further extended through DSRP systems thinking (Distinctions, Systems, Relationships, and Perspectives), which enables learners to structure complex knowledge, reframe problems, and explore multilayered causality—complementing enquiry-based and adaptive learning.
Moreover, quantum cognition (Busemeyer & Bruza, 2012) is integrated as a lens through which learners can engage with uncertainty, contradiction, and simultaneity—vital skills in a world increasingly shaped by nonlinear problems and probabilistic data. AI systems are positioned not as decision-makers but as co-facilitators of reflective feedback loops, capable of scaffolding metacognitive development and real-time adaptivity.
This article proposes the Symbiotic Learning Framework as a blueprint for a new generation of educational design—one that embraces ambiguity, fosters inclusivity, and balances computational efficiency with human judgment and ethical reflexivity. It outlines practical applications for curriculum co-construction, neuroadaptive learning analytics, and human-AI co-evolution in classroom and online settings.
A Design-Based Research (DBR) methodology is proposed for empirical testing, involving iterative design, implementation, and analysis across multidisciplinary cohorts. The aim is to assess the efficacy of symbiotic learning environments in promoting critical reflection, systemic reasoning, and adaptive competence.
In doing so, this article advocates for a paradigm shift in pedagogy—from knowledge transmission to systemic co-creation—fit for the demands of the AI age.
| Period | 19 Jun 2025 |
|---|---|
| Held at | King's College London, United Kingdom |
| Degree of Recognition | International |