The Didactic Triangle and Artificial Intelligence: A Renewed Approach to Educational Roles and Value Formation

Abstract

This study examines the transformation brought about by artificial intelligence in the contemporary school, where it is no longer merely a supportive technical tool but has become an educational agent that reshapes modes of knowledge acquisition and patterns of interaction within the classroom. The central research question is: how can relationships within the didactic triangle (teacher–learner–knowledge) be reconfigured in the age of artificial intelligence in a way that ensures the consolidation rather than the erosion of values? The significance of the study lies in linking digital transformation to the value-based dimension of education, through analyzing the impact of intelligent technologies on values such as reflection, responsibility, academic integrity, and dialogue. The study adopts a pedagogical analytical approach that re-examines key didactic concepts, namely didactic transposition, the didactic contract, and the didactic triangle, in light of digital transformation. It demonstrates that artificial intelligence does not introduce a new element into the educational process so much as it reorganizes the relationships within it, transforming it from a linear structure into a multi-path interactive network. This shift reinforces the central role of the teacher as a guide in meaning-making and a regulator of learning interactions. The study further shows that this transformation offers significant opportunities, such as personalized learning, diagnosing learning difficulties, and supporting learners with special needs. However, it also raises pedagogical, technical, and ethical challenges, including digital cheating, reduced cognitive effort, and unequal access. The study concludes that renewing the didactic triangle requires redefining educational roles: the teacher becomes a designer of learning situations, the learner an active producer rather than a passive consumer, while artificial intelligence is employed as a supportive mediator rather than a definitive authority. It also emphasizes the necessity of integrating technology within a value-oriented educational framework that balances digital efficiency with the human meaning of learning, through reliable assessment practices, the promotion of digital responsibility, and the establishment of regulations that protect personal data.