Reframing Artificial Intelligence in Primary Education: A Philosophy of Science Analysis of Elementary School Teachers’ Roles

Yanti Restiawati

doi:10.5281/zenodo.23197970

Yanti Restiawati^1*

1 Universitas Mulawarman, Indonesia (* Corresponding Author)

Received: June 5, 2026

Accepted: September 15, 2026

Published: October 1, 2026

Volume & Issue: Volume 1, Issue 1 (2026)

DOI: 10.5281/zenodo.23197970

EN Abstract (English)

Gizle

Artificial intelligence is increasingly shaping educational discourse, yet discussions about its role in schooling often remain limited to practical advantages such as automation, efficiency, personalization, and data-informed decision-making. Such a narrow framing is insufficient for primary education, where teaching is not merely a technical process but also a relational, ethical, and developmentally responsive practice. This study explores the implications of AI for elementary school teachers by examining how it influences the nature of teaching, the construction of knowledge, and the values that guide classroom practice. Adopting a philosophy of science perspective, the study employs a thematic narrative review design. Relevant literature was identified through Scopus, Web of Science, and Google Scholar, resulting in 34 key sources for analysis. These sources were examined through three interrelated philosophical dimensions: ontology, epistemology, and axiology. The analysis shows that AI in primary education should not be understood simply as a neutral instructional tool. Rather, it functions as a socio-technical assemblage composed of generative AI systems, adaptive learning platforms, analytics-based dashboards, and automated feedback mechanisms that shape classroom decisions and alter the distribution of agency between teachers and technologies. From an epistemological perspective, AI changes how educational knowledge is produced, validated, and acted upon by giving algorithmic recommendations a growing role in instructional judgment. However, the findings also suggest that teachers’ epistemic authority does not necessarily diminish when AI is introduced. When teachers possess critical AI literacy, they can interpret, question, contextualize, and pedagogically mediate AI-generated outputs. From an axiological perspective, AI raises significant value-related concerns involving teacher wellbeing, children’s developmental vulnerability, privacy, fairness, and unequal access to digital infrastructure, especially in the Indonesian primary education context. The study concludes that AI is not value-free in primary education. It participates in redefining agency, knowledge authority, and educational priorities in the classroom. Therefore, AI can support meaningful learning only when it remains subordinate to human pedagogical judgment and is embedded within ethical, relational, and child-centered teaching practices. Preserving the moral, relational, and epistemic role of elementary school teachers is essential for ensuring that primary education retains its human foundation in an increasingly algorithmic educational environment.

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Reframing Artificial Intelligence in Primary Education: A Philosophy of Science Analysis of Elementary School Teachers’ Roles

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