Author Information
Badr-un-nisa Chand, University Canada West, CanadaMin Beom Kay, University Canada West, Canada
Ozen Asik, University Canada West, Canada
Michele Vincenti, University Canada West, Canada
Abstract
This article explores how the collaboration between internal stakeholders – educators, students, and administrators – and artificial intelligence (AI) can reform the field of education through the application of Sociotechnical Systems Theory (STS). A conceptual framework is illustrated and later described to outline how this alliance will work in practice. While emphasizing collaboration, the framework delineates the distinctive roles of internal stakeholders and AI applications. The framework proposes that educators and administrators should be the handlers of complex issues, balancing innovation with ethical consideration, critical thinking, problem-solving, and ensuring fairness for student satisfaction. At the same time, AI as a technical system is portrayed as the facilitator of routine tasks within the social system of education, including predicting class demand, scheduling, planning, technical support, preparation and assessment. The paper points out that inadequate technological infrastructure and a lack of training can pose significant challenges to successfully implementing this collaborative model. The article concludes with recommendations for implementing hybrid teaching models (combining AI tools and traditional teaching methods) to handle issues with IT disruptions, conducting periodic reviews of AI applications and outputs to ensure accuracy, fairness and transparency, and organizing AI training for all stakeholders.
Paper Information
Conference: ECE2025Stream: Design
This paper is part of the ECE2025 Conference Proceedings (View)
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To cite this article:
Chand B., Kay M., Asik O., & Vincenti M. (2025) Extending Socio-Technical Theory: A Holistic View of Human – AI Interaction in Education ISSN: 2188-1162 The European Conference on Education 2025: Official Conference Proceedings (pp. 409-423) https://doi.org/10.22492/issn.2188-1162.2025.33
To link to this article: https://doi.org/10.22492/issn.2188-1162.2025.33
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