Fostering Human Agency in Age of AI: A Learning Analytics Perspective

Olga Viberg; Oleksandra Poquet; Vitomir Kovanovic; Hassan Khosravi

doi:10.18608/jla.2025.9485

Authors

Olga Viberg KTH Royal Institute of Technology https://orcid.org/0000-0002-8543-3774
Oleksandra Poquet Technical University of Munich https://orcid.org/0000-0001-9782-816X
Vitomir Kovanovic University of South Australia https://orcid.org/0000-0001-9694-6033
Hassan Khosravi The University of Queensland https://orcid.org/0000-0001-8664-6117

DOI:

https://doi.org/10.18608/jla.2025.9485

Keywords:

learning analytics, human agency, meaningful control, generative AI, learners, teachers, institutions, editorial

Abstract

As learning analytics (LA) and artificial intelligence (AI) increasingly shape how learning processes are monitored and supported, human agency has emerged as a critical concern. With generative AI rapidly transforming learning practices and influencing pedagogical decision-making, safeguarding the agency of both learners and educators is becoming essential. This editorial discusses key dilemmas in designing and evaluating AI-mediated learning systems that maintain meaningful human control, foster critical engagement, and enable ethical and effective integration into learning settings. We conclude by outlining future research opportunities for the learning analytics community and reflecting on the journal’s development over the past year.

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Fostering Human Agency in Age of AI

A Learning Analytics Perspective

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