Vol. 2026 No. 1 (2026): 2026 Continuous Issue
Articles

Using AI Responsibly, Critically, Ethically, and Flexibly: A Situational and Andragogical Framework for Learning Autonomy

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  • Viktor Wang
Viktor Wang
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DOI: https://doi.org/10.46787/ijaipil.v2026i1.6978

Published 2026-03-23 — Updated on 2026-03-24

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Keywords

  • Generative artificial intelligence; AI pedagogy; learner autonomy; situational leadership; andragogy; curriculum governance; higher education innovation

How to Cite

Wang, V. (2026). Using AI Responsibly, Critically, Ethically, and Flexibly: A Situational and Andragogical Framework for Learning Autonomy. International Journal of AI in Pedagogy, Innovation, and Learning Futures, 2026(1). https://doi.org/10.46787/ijaipil.v2026i1.6978 (Original work published March 23, 2026)

Copyright (c) 2026 Viktor Wang

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

This article proposes a theory-driven framework for integrating generative artificial intelligence in education through four modes of engagement: responsibly, critically, ethically, and flexibly. Rather than framing AI as a tool to be either banned or adopted uncritively, the article argues that AI use should be guided by pedagogical intent, learner readiness, and institutional accountability. The framework is grounded in situational leadership, Knowles’ andragogy, and Grow’s stages of learning autonomy, linking AI use to developmental readiness and problem-centered learning. The discussion examines AI as a structural alignment mechanism that exposes weaknesses in curriculum, assessment, and governance while also creating risks related to superficial learning, academic integrity, and credential dilution. Practical implications are presented for faculty, students, and institutions, with attention to policy, assessment design, and accreditation. The article concludes that sustainable AI integration depends on intentional, theory-informed practices that balance innovation with academic rigor, ethical responsibility, and workforce relevance in contemporary education.

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