GENERATIVE AI AND COGNITIVE ACTIVITY IN PRIMARY EDUCATION: THE BOUNDARY BETWEEN SUPPORTING AND REPLACING STUDENT THINKING
DOI:
https://doi.org/10.5281/Keywords:
generative artificial intelligence, primary education, cognitive activity, independent thinking, cognitive offloading, learner agency, teacher mediation, AI in education, pedagogical integration, critical thinking.Abstract
The rapid integration of generative artificial intelligence into educational environments is transforming the ways in which learners access information, receive feedback, and engage with learning content. However, in primary education, where cognitive, metacognitive, and self-regulatory abilities are still developing, the pedagogical value of generative AI cannot be determined solely by its capacity to provide rapid and personalized assistance. The central issue concerns the boundary between using AI as a cognitive and pedagogical scaffold and allowing it to substitute for the learner’s own intellectual activity. This conceptual paper examines this boundary through the relationship between generative AI, teacher mediation, and students’ cognitive engagement in primary education.
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