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<p>The rapid integration of generative artificial intelligence (GenAI) in K-12 education presents both transformative opportunities (e.g., personalized learning and creative scaffolding) and significant cognitive and ethical risks (e.g., cognitive offloading, misinformation exposure, and the erosion of critical thinking). This perspective article proposes a developmentally-aligned, five-tiered framework (ages 3–18) to guide responsible GenAI use, moving beyond polarized debates of prohibition versus unrestricted adoption. Grounded in developmental psychology theories and empirical findings, the framework calibrates GenAI exposure to students’ cognitive and socio-emotional stages, mitigating risks like cognitive offloading and ethical disengagement while leveraging benefits such as personalized learning and creative scaffolding. Each tier specifies educational objectives, permitted activities (e.g., teacher-led demonstrations in early tiers, collaborative data analysis in later tiers), and cut-off values (e.g., zero direct use for ages 3–5). Emphasizing multi-stakeholder collaboration, it assigns actionable roles to policymakers, educators, technology developers, and parents to ensure equitable implementation. The author advocates for empirical research to validate the framework’s cut-off values and adapt it across diverse contexts, promoting AI-resistant pedagogies that prioritize student agency.</p>

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Aligning technology with cognitive development: a five-tiered framework to generative AI in K-12 education

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年12月15日

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  • Sisi Tao

摘要

The rapid integration of generative artificial intelligence (GenAI) in K-12 education presents both transformative opportunities (e.g., personalized learning and creative scaffolding) and significant cognitive and ethical risks (e.g., cognitive offloading, misinformation exposure, and the erosion of critical thinking). This perspective article proposes a developmentally-aligned, five-tiered framework (ages 3–18) to guide responsible GenAI use, moving beyond polarized debates of prohibition versus unrestricted adoption. Grounded in developmental psychology theories and empirical findings, the framework calibrates GenAI exposure to students’ cognitive and socio-emotional stages, mitigating risks like cognitive offloading and ethical disengagement while leveraging benefits such as personalized learning and creative scaffolding. Each tier specifies educational objectives, permitted activities (e.g., teacher-led demonstrations in early tiers, collaborative data analysis in later tiers), and cut-off values (e.g., zero direct use for ages 3–5). Emphasizing multi-stakeholder collaboration, it assigns actionable roles to policymakers, educators, technology developers, and parents to ensure equitable implementation. The author advocates for empirical research to validate the framework’s cut-off values and adapt it across diverse contexts, promoting AI-resistant pedagogies that prioritize student agency.