لغة كلام
Volume 12, Numéro 2, Pages 331-351
2026-04-27
From Teacher Tutelage To Ai Assistance: Rethinking Algerian Learner Autonomy In The Digital Age
Authors : Benadda Abdelouahid .
Abstract
The growing integration of artificial intelligence (AI) in education is reshaping traditional teaching roles and prompting renewed debates on learner autonomy. Whereas teachers were historically positioned as the primary source of knowledge and pedagogical authority, AI-driven systems now offer personalized learning trajectories, immediate feedback, and adaptive resources. Although these technologies appear to enhance flexibility and learner independence, they also introduce subtle forms of algorithmic regulation that influence learning through opaque design mechanisms. This study employed a qualitative, scoping review–informed design complemented by critical theoretical reflection to examine the transition from teacher-centered instruction to AI-assisted learning and its implications for student autonomy. Drawing on humanistic, constructivist, and socio-technical perspectives, it argues for a reconceptualization of autonomy in the digital age. Learner autonomy should extend beyond mere independence from teachers to include reflective awareness and critical engagement with both human and AI-mediated forms of support. The discussion identified possibilities for increased learner agency, noted the risks of illusory autonomy and reaffirmed the changing role of teachers as ethical guides. The article concluded that true learner autonomy is interconnected, hybrid, and requires critical literacy, necessitating not just self-management but also an understanding of algorithms awareness in order to navigate the complexities of AI-mediated education.
Keywords
Learner Autonomy ; AI- Assisted Education ; Algorithmic Mediation ; Critical Digital Literacy ; Teacher–Student Relationships
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