This theoretical article argues that the encounter between humans and Artificial Intelligence (AI) in educational contexts is not an interaction between a knowing subject and a neutral tool, but a semiotic dialogue within a multilayered space that produces meaning. According to Lotman’s (Universe of the mind: a semiotic theory of culture. Indiana University Press, Bloomington, 1990, Semiosfäärist (In: Lotman J, Semiosfäärist. Pruul K (trans). Vagabund, Tallinn, pp 7–36, 1999) semiotics, dialogue refers not simply to verbal exchange, but to a communication that is dynamic, generative, and based on difference; therefore, it is through dialogue that knowledge is produced and transformed into meaning. In this sense, a learning semiosphere is conceptualised as a dynamic space where signs interact, reinterpret, and circulate. The study draws on this view to critically explain the (im)possibility of placing AI in a dialogic education to shape AI-mediated approaches for the common good; furthermore, raising this critical question that if meaning emerges through dialogue as a form of inquiry, what does it mean to adapt AI as a generating agent in meaningful education? Thus, the article does not ask whether AI replaces human dialogue, but how AI now participates in the conditions through which dialogue and therefore meaning emerges, while humans and AI co-participate in the learning semiosphere.
