Beyond Tools and Training: Building Sustainable Learning Environments That Evolve with AI

Autor/inn/en	Danah Henriksen; Lauren J. Woo; Punya Mishra
Titel	Beyond Tools and Training: Building Sustainable Learning Environments That Evolve with AI
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 69 (2025) 5, S. 869-875Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-025-01134-5
Schlagwörter	Forschungsbericht; Educational Environment; Artificial Intelligence; Sustainability; Technology Uses in Education; Technology Integration; Organizational Culture; Professional Development; Leadership; Educational Change; Adjustment (to Environment); Psychological Patterns; Educational Cooperation; Social Networks; Security (Psychology) + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Künstliche Intelligenz; Nachhaltigkeit; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unternehmenskultur; Führung; Führungsposition; Bildungsreform; Education; cooperation; Kooperation; Social network; Soziales Netzwerk; Security; Psychology; Sicherheit
Abstract	This article examines how educational organizations can build sustainable learning environments that evolve with artificial intelligence (AI) and generative AI (GenAI). Drawing on systems thinking, organizational learning, and educational change research, we argue that effective integration requires attention beyond tools and training to the ecological conditions that influence adoption and implementation. We explore how physical and digital learning spaces, organizational culture, professional development, and leadership practices influence whether AI amplifies or undermines learning. Using the Five Spaces for Design in Education framework, we highlight the importance of adaptability, psychological safety, and collaborative networks in navigating uncertainty and preventing deterministic narratives of technological inevitability. We find that the future of AI in education depends not on the technologies themselves but on the human choices and resilient ecosystems that guide their use. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2026/1/02