Beyond the Fear of Innovation Through the Hybridization of Learning Spaces

Abstract

Rather than framing AI Literacy as a predefined set of technical competences, this contribution interprets it as an educational experience emerging from the interaction between subjects, environments, and technologies. Considering Dewey’s concept of experience, learning is approached as a situated and continuous process, shaped not merely by the availability of technological tools, but by the quality of educational design. From this perspective, artificial intelligence is not considered as a neutral instrument, but as a constitutive element of contemporary learning environments, capable of orienting meaning-making processes, participation, and agency in non-linear and sometimes unpredictable ways. The paper discusses how AI-mediated learning spaces may either support or limit educational growth, depending on how they are intentionally designed, inhabited, and critically reflected upon within pedagogical practice.