Education in the Age of Artificial Intelligence. Conclusions from Sweden’s Decision for Pedagogy and the Design of Educational Environments
Education in the Age of Artificial Intelligence. Conclusions from Sweden’s Decision for Pedagogy and the Design of Educational Environments

Summary/Abstract: The decision of the Swedish government to limit digital technologies in early school education has been taken as a starting point for reflection on the design of didactics in the age of artificial intelligence. The analysis was embedded in the framework of digital pedagogy, Marian Mazur’s theory of autonomous systems, and pedagogical cybernetics. OECD data (PIAAC, PISA) and national statistics (GUS, BN) concerning basic skills and reading practices were used. A comparison of trends from 2011/12 to 2022/23 shows that in Sweden the percentage of people with very low skills remains stable (12–14%), while in Poland it reaches almost 40% in reading and mathematical reasoning and 48% in problem solving (see also Díaz et al., 2024). The results indicate that mere access to technology does not guarantee the development of competences and, with a weaker foundation, may deepen inequalities. The conclusions emphasize the need for sequential didactic models “offline-first, AI-assisted,” in which traditional practices form the foundation and artificial intelligence supports only critical and autonomous thinking.

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