As part of the conference Interdisciplinary Perspectives: Bridging Sociological Studies in the Digital Age, held at King’s College London on June 11, 2024, I presented on the use of Generative Artificial Intelligence (GAI) in education, with a specific focus on its applications in teaching processes.

My discussion examines GAI systems as transitional objects (Winnicott, 1951) and evocative objects (Turkle, 1984, 1995), framing the interaction with these systems as a transitional space. Furthermore, drawing on Vygotskij’s (1978) concept of the Zone of Proximal Development (ZPD), the analysis positions GAI systems as “More Experienced/Informed Others”, travellers, explorers, that can support educators in tasks, guide them toward acquiring new knowledge, and foster the emergence of new perspectives within the teaching and learning context.

The use of GAI systems in education is conceptualized as an opportunity for professional growth, requiring the individual interacting with the system (educator, teacher, or trainer) to adopt a metacognitive, aware, and competent attitude. This interaction also demands active and responsible collaboration, ensuring the safeguarding of human intellectual autonomy.

This reflection is further explored in my paper, The Transitional Space. Generative Artificial Intelligence as an Opportunity for Growth, published in the International Journal of Educational Technology, which is grounded in the UNESCO and European grey literature produced over the past two years.



As part of the conference Interdisciplinary Perspectives: Bridging Sociological Studies in the Digital Age, held at King’s College London on June 11, 2024, I presented on the use of Generative Artificial Intelligence (GAI) in education, with a specific focus on its applications in teaching processes.

My discussion examines GAI systems as transitional objects (Winnicott, 1951) and evocative objects (Turkle, 1984, 1995), framing the interaction with these systems as a transitional space. Furthermore, drawing on Vygotskij’s (1978) concept of the Zone of Proximal Development (ZPD), the analysis positions GAI systems as “More Experienced/Informed Others”, travellers, explorers, that can support educators in tasks, guide them toward acquiring new knowledge, and foster the emergence of new perspectives within the teaching and learning context.

The use of GAI systems in education is conceptualized as an opportunity for professional growth, requiring the individual interacting with the system (educator, teacher, or trainer) to adopt a metacognitive, aware, and competent attitude. This interaction also demands active and responsible collaboration, ensuring the safeguarding of human intellectual autonomy.

This reflection is further explored in my paper, The Transitional Space. Generative Artificial Intelligence as an Opportunity for Growth, published in the International Journal of Educational Technology, which is grounded in the UNESCO and European grey literature produced over the past two years.