CrewAI is an open-source software framework and platform for building AI agents and multi-agent systems. Written primarily in Python, it is used to define artificial-intelligence agents, assign tasks to them, and coordinate their work through agent teams and workflows. The framework is associated with CrewAI Inc., a startup developing enterprise tools for automating business workflows with large language model-based agents. == History == CrewAI was first released on the Python Package Index in December 2023. The project was created by João Moura and later developed by CrewAI Inc. and open-source contributors. In October 2024, TechCrunch reported that CrewAI had raised $18 million across seed and Series A funding rounds from investors including Boldstart Ventures, Craft Ventures, Earl Grey Capital, and Insight Partners. The report also stated that Andrew Ng and HubSpot co-founder Dharmesh Shah had invested in the company. SiliconANGLE described the company as the developer of an open-source framework for building artificial-intelligence agents and reported that the funding consisted of a seed round led by Boldstart Ventures and a Series A led by Insight Partners. By late 2024, CrewAI had introduced commercial enterprise products built on top of its open-source components. TechCrunch reported that the company's enterprise offering added access controls, analytics, support, and templates for workflow automation. == Features == CrewAI is designed around groups of agents, sometimes called "crews", that can be assigned roles, goals, and tasks. The framework supports agent collaboration, task delegation, tool use, memory, and knowledge sources for retrieval-augmented generation workflows. The project describes two main building blocks: "Crews", which are used for autonomous agent collaboration, and "Flows", which are used for more controlled event-driven workflows. The framework is independent of LangChain and is released under the MIT License. It can be installed as a Python package and is commonly used with external large language model APIs or local models, depending on the developer's configuration. == Business model == CrewAI combines an open-source framework with commercial enterprise products. Its enterprise products are intended for organizations that need to build, monitor, and manage agent-based automations with additional security, observability, and administrative controls.
Commonsense knowledge (artificial intelligence)
In artificial intelligence research, commonsense knowledge consists of facts about the everyday world, such as "Lemons are sour" or "Cows say moo", that all humans are expected to know. It is currently an unsolved problem in artificial general intelligence. The first AI program to address common sense knowledge was Advice Taker in 1959 by John McCarthy. Commonsense knowledge can underpin a commonsense reasoning process, to attempt inferences such as "You might bake a cake because you want people to eat the cake." A natural language processing process can be attached to the commonsense knowledge base to allow the knowledge base to attempt to answer questions about the world. Common sense knowledge also helps to solve problems in the face of incomplete information. Using widely held beliefs about everyday objects, or common sense knowledge, AI systems make common sense assumptions or default assumptions about the unknown similar to the way people do. In an AI system or in English, this is expressed as "Normally P holds", "Usually P" or "Typically P so Assume P". For example, if we know the fact "Tweety is a bird", because we know the commonly held belief about birds, "typically birds fly," without knowing anything else about Tweety, we may reasonably assume the fact that "Tweety can fly." As more knowledge of the world is discovered or learned over time, the AI system can revise its assumptions about Tweety using a truth maintenance process. If we later learn that "Tweety is a penguin" then truth maintenance revises this assumption because we also know "penguins do not fly". == Commonsense reasoning == Commonsense reasoning simulates the human ability to use commonsense knowledge to make presumptions about the type and essence of ordinary situations they encounter every day, and to change their "minds" should new information come to light. This includes time, missing or incomplete information and cause and effect. The ability to explain cause and effect is an important aspect of explainable AI. Truth maintenance algorithms automatically provide an explanation facility because they create elaborate records of presumptions. Compared with humans, all existing computer programs that attempt human-level AI perform extremely poorly on modern "commonsense reasoning" benchmark tests such as the Winograd Schema Challenge. The problem of attaining human-level competency at "commonsense knowledge" tasks is considered to probably be "AI complete" (that is, solving it would require the ability to synthesize a fully human-level intelligence), although some oppose this notion and believe compassionate intelligence is also required for human-level AI. Common sense reasoning has been applied successfully in more limited domains such as natural language processing and automated diagnosis or analysis. == Commonsense knowledge base construction == Compiling comprehensive knowledge bases of commonsense assertions (CSKBs) is a long-standing challenge in AI research. From early expert-driven efforts like CYC and WordNet, significant advances were achieved via the crowdsourced OpenMind Commonsense project, which led to the crowdsourced ConceptNet KB. Several approaches have attempted to automate CSKB construction, most notably, via text mining (WebChild, Quasimodo, TransOMCS, Ascent), as well as harvesting these directly from pre-trained language models (AutoTOMIC). These resources are significantly larger than ConceptNet, though the automated construction mostly makes them of moderately lower quality. Challenges also remain on the representation of commonsense knowledge: Most CSKB projects follow a triple data model, which is not necessarily best suited for breaking more complex natural language assertions. A notable exception here is GenericsKB, which applies no further normalization to sentences, but retains them in full. == Applications == Around 2013, MIT researchers developed BullySpace, an extension of the commonsense knowledgebase ConceptNet, to catch taunting social media comments. BullySpace included over 200 semantic assertions based around stereotypes, to help the system infer that comments like "Put on a wig and lipstick and be who you really are" are more likely to be an insult if directed at a boy than a girl. ConceptNet has also been used by chatbots and by computers that compose original fiction. At Lawrence Livermore National Laboratory, common sense knowledge was used in an intelligent software agent to detect violations of a comprehensive nuclear test ban treaty. == Data == As an example, as of 2012 ConceptNet includes these 21 language-independent relations: IsA (An "RV" is a "vehicle" | X is an instance of a Y) UsedFor (a "cake tin" is used for "making cakes" | X is used for the purpose Y) HasA (A "rabbit" has a "tail" | X possesses Y element or feature) CapableOf (a "cook" is capable of "making baked goods" | X is capable of doing Y) Desires (a "child" desires "the aroma of baking" | X has a desire for Y) CreatedBy ("cake" is created by a "baker" | X is created by Y) PartOf (a "knife" is be part of a "knife set" | X is a part of Y) Causes ("Heat" causes "cooking"| X is what causes Y) LocatedNear (the "oven" is located near the "refrigerator" | X is located near Y) AtLocation (Somewhere a "Cook" can be at a "restaurant" | X is at the location of Y) DefinedAs (a "Cupcake" is defined as a "cake" that also has the qualities of being "small", "baked within a wrapper", and "containing only one area of frosting or icing" | X is defined as Y that also has the properties A, B & C) SymbolOf (a "heart" is a symbol of "affection" | X is a symbolic representation of Y) ReceivesAction ("cake" can receive the action of being "eaten" | X is capable of receiving action Y) HasPrerequisite ("baking" has the prerequisite of obtaining the "ingredients" | X cannot do Y unless A does B) MotivatedByGoal ("baking" is motivated by the goal of "consumption"/"eating" | X has the motivation of Y goal) CausesDesire ("baking" makesYou want to "follow recipe" | X causes the desire to do Y) MadeOf ("Cake" is made of "flour"/"eggs"/"sugar"/"oil"/etc | X is made of Y) HasFirstSubevent ("baking" has first subevent "make batter" | To do X the first thing that needs to be done is Y) HasSubevent ("eat" has subevent "swallow" | Doing X will lead to Y event following) HasLastSubevent ("sleeping" has last subevent of "waking" | Doing X ends with the event Y) == Commonsense knowledge bases == Cyc Open Mind Common Sense (data source) and ConceptNet (datastore and NLP engine) Evi Graphiq
Cognitive philology
Cognitive philology is the science that studies written and oral texts as the product of human mental processes. Studies in cognitive philology compare documentary evidence emerging from textual investigations with results of experimental research, especially in the fields of cognitive and ecological psychology, neurosciences and artificial intelligence. "The point is not the text, but the mind that made it". Cognitive Philology aims to foster communication between literary, textual, philological disciplines on the one hand and researches across the whole range of the cognitive, evolutionary, ecological and human sciences on the other. Cognitive philology: investigates transmission of oral and written text, and categorization processes which lead to classification of knowledge, mostly relying on the information theory; studies how narratives emerge in so called natural conversation and selective process which lead to the rise of literary standards for storytelling, mostly relying on embodied semantics; explores the evolutive and evolutionary role played by rhythm and metre in human ontogenetic and phylogenetic development and the pertinence of the semantic association during processing of cognitive maps; Provides the scientific ground for multimedia critical editions of literary texts. Among the founding thinkers and noteworthy scholars devoted to such investigations are: Alan Richardson: Studies Theory of Mind in early-modern and contemporary literature. Anatole Pierre Fuksas Benoît de Cornulier David Herman: Professor of English at North Carolina State University and an adjunct professor of linguistics at Duke University. He is the author of "Universal Grammar and Narrative Form" and the editor of "Narratologies: New Perspectives on Narrative Analysis". Domenico Fiormonte François Recanati Gilles Fauconnier, a professor in Cognitive science at the University of California, San Diego. He was one of the founders of cognitive linguistics in the 1970s through his work on pragmatic scales and mental spaces. His research explores the areas of conceptual integration and compressions of conceptual mappings in terms of the emergent structure in language. Julián Santano Moreno Luca Nobile Manfred Jahn in Germany Mark Turner Paolo Canettieri
Situated approach (artificial intelligence)
In artificial intelligence research, the situated approach builds agents that are designed to behave effectively successfully in their environment. This requires designing AI "from the bottom-up" by focussing on the basic perceptual and motor skills required to survive. The situated approach gives a much lower priority to abstract reasoning or problem-solving skills. The approach was originally proposed as an alternative to traditional approaches (that is, approaches popular before 1985 or so). After several decades, classical AI technologies started to face intractable issues (e.g. combinatorial explosion) when confronted with real-world modeling problems. All approaches to address these issues focus on modeling intelligences situated in an environment. They have become known as the situated approach to AI. == Emergence of a concept == === From traditional AI to Nouvelle AI === During the late 1980s, the approach now known as Nouvelle AI (Nouvelle means new in French) was pioneered at the MIT Artificial Intelligence Laboratory by Rodney Brooks. As opposed to classical or traditional artificial intelligence, Nouvelle AI purposely avoided the traditional goal of modeling human-level performance, but rather tries to create systems with intelligence at the level of insects, closer to real-world robots. But eventually, at least at MIT new AI did lead to an attempt for humanoid AI in the Cog Project. === From Nouvelle AI to behavior-based and situated AI === The conceptual shift introduced by nouvelle AI flourished in the robotics area, given way to behavior-based robotics (BBR), a methodology for developing AI based on a modular decomposition of intelligence. It was made famous by Rodney Brooks: his subsumption architecture was one of the earliest attempts to describe a mechanism for developing BBAI. It is extremely popular in robotics and to a lesser extent to implement intelligent virtual agents because it allows the successful creation of real-time dynamic systems that can run in complex environments. For example, it underlies the intelligence of the Sony Aibo and many RoboCup robot teams. Realizing that in fact all these approaches were aiming at building not an abstract intelligence, but rather an intelligence situated in a given environment, they have come to be known as the situated approach. In fact, this approach stems out from early insights of Alan Turing, describing the need to build machines equipped with sense organs to learn directly from the real-world instead of focusing on abstract activities, such as playing chess. == Definitions == Classically, a software entity is defined as a simulated element, able to act on itself and on its environment, and which has an internal representation of itself and of the outside world. An entity can communicate with other entities, and its behavior is the consequence of its perceptions, its representations, and its interactions with the other entities. === AI loop === Simulating entities in a virtual environment requires simulating the entire process that goes from a perception of the environment, or more generally from a stimulus, to an action on the environment. This process is called the AI loop and technology used to simulate it can be subdivided in two categories. Sensorimotor or low-level AI deals with either the perception problem (what is perceived?) or the animation problem (how are actions executed?). Decisional or high-level AI deals with the action selection problem (what is the most appropriate action in response to a given perception, i.e. what is the most appropriate behavior?). === Traditional or symbolic AI === There are two main approaches in decisional AI. The vast majority of the technologies available on the market, such as planning algorithms, finite-state machines (FSA), or expert systems, are based on the traditional or symbolic AI approach. Its main characteristics are: It is top-down: it subdivides, in a recursive manner, a given problem into a series of sub-problems that are supposedly easier to solve. It is knowledge-based: it relies on a symbolic description of the world, such as a set of rules. However, the limits of traditional AI, which goal is to build systems that mimic human intelligence, are well-known: inevitably, a combinatorial explosion of the number of rules occurs due to the complexity of the environment. In fact, it is impossible to predict all the situations that will be encountered by an autonomous entity. === Situated or behavioral AI === In order to address these issues, another approach to decisional AI, also known as situated or behavioral AI, has been proposed. It does not attempt to model systems that produce deductive reasoning processes, but rather systems that behave realistically in their environment. The main characteristics of this approach are the following: It is bottom-up: it relies on elementary behaviors, which can be combined to implement more complex behaviors. It is behavior-based: it does not rely on a symbolic description of the environment, but rather on a model of the interactions of the entities with their environment. The goal of situated AI is to model entities that are autonomous in their environment. This is achieved thanks to both the intrinsic robustness of the control architecture, and its adaptation capabilities to unforeseen situations. === Situated agents === In artificial intelligence and cognitive science, the term situated refers to an agent which is embedded in an environment. The term situated is commonly used to refer to robots, but some researchers argue that software agents can also be situated if: they exist in a dynamic (rapidly changing) environment, which they can manipulate or change through their actions, and which they can sense or perceive. Examples might include web-based agents, which can alter data or trigger processes (such as purchases) over the Internet, or virtual-reality bots which inhabit and change virtual worlds, such as Second Life. Being situated is generally considered to be part of being embodied, but it is useful to consider each perspective individually. The situated perspective emphasizes that intelligent behavior derives from the environment and the agent's interactions with it. The nature of these interactions are defined by an agent's embodiment. == Implementation principles == === Modular decomposition === The most important attribute of a system driven by situated AI is that the intelligence is controlled by a set of independent semi-autonomous modules. In the original systems, each module was actually a separate device or was at least conceived of as running on its own processing thread. Generally, though, the modules are just abstractions. In this respect, situated AI may be seen as a software engineering approach to AI, perhaps akin to object oriented design. Situated AI is often associated with reactive planning, but the two are not synonymous. Brooks advocated an extreme version of cognitive minimalism which required initially that the behavior modules were finite-state machines and thus contained no conventional memory or learning. This is associated with reactive AI because reactive AI requires reacting to the current state of the world, not to an agent's memory or preconception of that world. However, learning is obviously key to realistic strong AI, so this constraint has been relaxed, though not entirely abandoned. === Action selection mechanism === The situated AI community has presented several solutions to modeling decision-making processes, also known as action selection mechanisms. The first attempt to solve this problem goes back to subsumption architectures, which were in fact more an implementation technique than an algorithm. However, this attempt paved the way to several others, in particular the free-flow hierarchies and activation networks. A comparison of the structure and performances of these two mechanisms demonstrated the advantage of using free-flow hierarchies in solving the action selection problem. However, motor schemas and process description languages are two other approaches that have been used with success for autonomous robots. == Notes and references == Arsenio, Artur M. (2004) Towards an embodied and situated AI, In: Proceedings of the International FLAIRS conference, 2004. (online) The Artificial Life Route To Artificial Intelligence: Building Embodied, Situated Agents, Luc Steels and Rodney Brooks Eds., Lawrence Erlbaum Publishing, 1995. (ISBN 978-0805815184) Rodney A. Brooks Cambrian Intelligence (MIT Press, 1999) ISBN 0-262-52263-2; collection of early papers including "Intelligence without representation" and "Intelligence without reason", from 1986 & 1991 respectively. Ronald C. Arkin Behavior-Based Robotics (MIT Press, 1998) ISBN 0-262-01165-4 Hendriks-Jansen, Horst (1996) Catching Ourselves in the Act: Situated Activity, Interactive Emergence, Evolution, and Human Thought. Cambridge, Mass.: MIT Press.
Exploration–exploitation dilemma
The exploration–exploitation dilemma, also known as the explore–exploit tradeoff, is a fundamental concept in decision-making that arises in many domains. It is depicted as the balancing act between two opposing strategies. Exploitation involves choosing the best option based on current knowledge of the system (which may be incomplete or misleading), while exploration involves trying out new options that may lead to better outcomes in the future at the expense of an exploitation opportunity. Finding the optimal balance between these two strategies is a crucial challenge in many decision-making problems whose goal is to maximize long-term benefits. == Application in machine learning == In the context of machine learning, the exploration–exploitation tradeoff is fundamental in reinforcement learning (RL), a type of machine learning that involves training agents to make decisions based on feedback from the environment. Crucially, this feedback may be incomplete or delayed. The agent must decide whether to exploit the current best-known policy or explore new policies to improve its performance. === Multi-armed bandit methods === The multi-armed bandit (MAB) problem was a classic example of the tradeoff, and many methods were developed for it, such as epsilon-greedy, Thompson sampling, and the upper confidence bound (UCB). See the page on MAB for details. In more complex RL situations than the MAB problem, the agent can treat each choice as a MAB, where the payoff is the expected future reward. For example, if the agent performs an epsilon-greedy method, then the agent will often "pull the best lever" by picking the action that had the best predicted expected reward (exploit). However, it would pick a random action with probability epsilon (explore). Monte Carlo tree search, for example, uses a variant of the UCB method. === Exploration problems === There are some problems that make exploration difficult. Sparse reward. If rewards occur only once a long while, then the agent might not persist in exploring. Furthermore, if the space of actions is large, then the sparse reward would mean the agent would not be guided by the reward to find a good direction for deeper exploration. A standard example is Montezuma's Revenge. Deceptive reward. If some early actions give immediate small reward, but other actions give later large reward, then the agent might be lured away from exploring the other actions. Noisy TV problem. If certain observations are irreducibly noisy (such as a television showing random images), then the agent might be trapped exploring those observations (watching the television). === Exploration reward === This section based on. The exploration reward (also called exploration bonus) methods convert the exploration-exploitation dilemma into a balance of exploitations. That is, instead of trying to get the agent to balance exploration and exploitation, exploration is simply treated as another form of exploitation, and the agent simply attempts to maximize the sum of rewards from exploration and exploitation. The exploration reward can be treated as a form of intrinsic reward. We write these as r t i , r t e {\displaystyle r_{t}^{i},r_{t}^{e}} , meaning the intrinsic and extrinsic rewards at time step t {\displaystyle t} . However, exploration reward is different from exploitation in two regards: The reward of exploitation is not freely chosen, but given by the environment, but the reward of exploration may be picked freely. Indeed, there are many different ways to design r t i {\displaystyle r_{t}^{i}} described below. The reward of exploitation is usually stationary (i.e. the same action in the same state gives the same reward), but the reward of exploration is non-stationary (i.e. the same action in the same state should give less and less reward). Count-based exploration uses N n ( s ) {\displaystyle N_{n}(s)} , the number of visits to a state s {\displaystyle s} during the time-steps 1 : n {\displaystyle 1:n} , to calculate the exploration reward. This is only possible in small and discrete state space. Density-based exploration extends count-based exploration by using a density model ρ n ( s ) {\displaystyle \rho _{n}(s)} . The idea is that, if a state has been visited, then nearby states are also partly-visited. In maximum entropy exploration, the entropy of the agent's policy π {\displaystyle \pi } is included as a term in the intrinsic reward. That is, r t i = − ∑ a π ( a | s t ) ln π ( a | s t ) + ⋯ {\displaystyle r_{t}^{i}=-\sum _{a}\pi (a|s_{t})\ln \pi (a|s_{t})+\cdots } . === Prediction-based === This section based on. The forward dynamics model is a function for predicting the next state based on the current state and the current action: f : ( s t , a t ) ↦ s t + 1 {\displaystyle f:(s_{t},a_{t})\mapsto s_{t+1}} . The forward dynamics model is trained as the agent plays. The model becomes better at predicting state transition for state-action pairs that had been done many times. A forward dynamics model can define an exploration reward by r t i = ‖ f ( s t , a t ) − s t + 1 ‖ 2 2 {\displaystyle r_{t}^{i}=\|f(s_{t},a_{t})-s_{t+1}\|_{2}^{2}} . That is, the reward is the squared-error of the prediction compared to reality. This rewards the agent to perform state-action pairs that had not been done many times. This is however susceptible to the noisy TV problem. Dynamics model can be run in latent space. That is, r t i = ‖ f ( s t , a t ) − ϕ ( s t + 1 ) ‖ 2 2 {\displaystyle r_{t}^{i}=\|f(s_{t},a_{t})-\phi (s_{t+1})\|_{2}^{2}} for some featurizer ϕ {\displaystyle \phi } . The featurizer can be the identity function (i.e. ϕ ( x ) = x {\displaystyle \phi (x)=x} ), randomly generated, the encoder-half of a variational autoencoder, etc. A good featurizer improves forward dynamics exploration. The Intrinsic Curiosity Module (ICM) method trains simultaneously a forward dynamics model and a featurizer. The featurizer is trained by an inverse dynamics model, which is a function for predicting the current action based on the features of the current and the next state: g : ( ϕ ( s t ) , ϕ ( s t + 1 ) ) ↦ a t {\displaystyle g:(\phi (s_{t}),\phi (s_{t+1}))\mapsto a_{t}} . By optimizing the inverse dynamics, both the inverse dynamics model and the featurizer are improved. Then, the improved featurizer improves the forward dynamics model, which improves the exploration of the agent. Random Network Distillation (RND) method attempts to solve this problem by teacher–student distillation. Instead of a forward dynamics model, it has two models f , f ′ {\displaystyle f,f'} . The f ′ {\displaystyle f'} teacher model is fixed, and the f {\displaystyle f} student model is trained to minimize ‖ f ( s ) − f ′ ( s ) ‖ 2 2 {\displaystyle \|f(s)-f'(s)\|_{2}^{2}} on states s {\displaystyle s} . As a state is visited more and more, the student network becomes better at predicting the teacher. Meanwhile, the prediction error is also an exploration reward for the agent, and so the agent learns to perform actions that result in higher prediction error. Thus, we have a student network attempting to minimize the prediction error, while the agent attempting to maximize it, resulting in exploration. The states are normalized by subtracting a running average and dividing a running variance, which is necessary since the teacher model is frozen. The rewards are normalized by dividing with a running variance. Exploration by disagreement trains an ensemble of forward dynamics models, each on a random subset of all ( s t , a t , s t + 1 ) {\displaystyle (s_{t},a_{t},s_{t+1})} tuples. The exploration reward is the variance of the models' predictions. === Noise === For neural network–based agents, the NoisyNet method changes some of its neural network modules by noisy versions. That is, some network parameters are random variables from a probability distribution. The parameters of the distribution are themselves learnable. For example, in a linear layer y = W x + b {\displaystyle y=Wx+b} , both W , b {\displaystyle W,b} are sampled from Gaussian distributions N ( μ W , Σ W ) , N ( μ b , Σ b ) {\displaystyle {\mathcal {N}}(\mu _{W},\Sigma _{W}),{\mathcal {N}}(\mu _{b},\Sigma _{b})} at every step, and the parameters μ W , Σ W , μ b , Σ b {\displaystyle \mu _{W},\Sigma _{W},\mu _{b},\Sigma _{b}} are learned via the reparameterization trick.
Top 10 AI Image Generators Compared (2026)
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Artificial intelligence in education
Artificial intelligence in education (often abbreviated as AIEd) is a subfield of educational technology that studies how to use artificial intelligence to create learning environments. Considerations in the field include data-driven decision-making, AI ethics, data privacy and AI literacy. Concerns include the potential for cheating, over-reliance, equity of access, reduced critical thinking, and the perpetuation of misinformation and bias. == History == Efforts to integrate AI into educational contexts have often followed technological advancement in the history of artificial intelligence. In the 1960s, educators and researchers began developing computer-based instruction systems, such as PLATO, developed by the University of Illinois. In the 1970s and 1980s, intelligent tutoring systems (ITS) were being adapted for classroom instruction. The International Artificial Intelligence in Education Society was founded in 1993. Coinciding with the AI boom of the 2020s, the use of large language models in the global north has been promoted and funded by venture capital and big tech. Companies creating AI services have targeted students and educational institutions as customers. Similarly, pre-AI boom educational companies have expanded their use of AI technologies. These commercial incentives for AIEd use may be related to a potential AI bubble. In the U.S., bipartisan support of AI development in K-12 education has been expressed, but specific implementations and best practices remain contentious. == Theory == AIEd applies theory from education studies, machine learning, and related fields. A 2019 review of the previous decade of studies found that most research prioritized technological design over pedagogical integration. Ouyang and Jiao (2021) propose three paradigms for AI in education, which follow roughly from least to most learner-centered and from requiring least to most technical complexity from the AI systems: AI-directed, learner-as-recipient: AIEd systems present a pre-set curriculum based on statistical patterns that do not adjust to learner's feedback. AI-supported, learner-as-collaborator: Systems that incorporate responsiveness to learner's feedback through, for example, natural language processing, wherein AI can support knowledge construction. AI-empowered, learner-as-leader: This model seeks to position AI as a supplement to human intelligence wherein learners take agency and AI provides consistent and actionable feedback. Some scholars place AI in education within a socio-technical framework. This positions AI alongside other emerging educational technologies, such as computing, the internet, and social media. The framework of Tsao, Heinrichs and Camit (2025) draws on new materialism and posthumanism, specifically Donna Haraway's concept of sympoiesis (making-with). This perspective views learning as an entanglement of human and non-human actors (students, teachers, and AI algorithms), where knowledge is co-composed in contact zones between human context and algorithmic prediction. AI agents have been trained on biased datasets, and thus continue to perpetuate societal biases. Since LLMs were created to produce human-like text, algorithmic bias can be introduced and reproduced. AI's data processing and monitoring reinforce neoliberal approaches to education rather than addressing inequalities. == Applications == Uses of generative AI chatbots in education have included assessment and feedback, machine translations, proof-reading exam question generation and copy editing, or as virtual assistants. Emotional AI in education is the study and development of systems that can detect learners' emotions or provide emotional support in learning. == Usage == === Schools and educators === Following the release of ChatGPT in November 2022, some schools and large school districts blocked access to the site and issued warnings that the use of such tools would be seen as cheating. Governmental and non-governmental organizations such as UNESCO, Article 4 of the European Union's AI Act, and the U.S. Department of Education have published reports advocating for specific AIEd approaches. National higher-education bodies have also published guidance on generative AI, including Ireland's Higher Education Authority, which issued a policy framework for higher education teaching and learning in December 2025. In 2024, UNESCO released updated global guidance for generative AI in education, emphasizing ethical use, teacher training, and data protection to ensure responsible integration of AI tools in learning environments. According to Taso (2025), policy implementation in higher education is interpreted and enacted differently by various organizations. These decentralized policies can lead to inconsistent enforcement and confusion among students regarding what constitutes acceptable use, with the burden of ethical navigation falling on individual teachers and students. AI integration in classrooms has created new forms of invisible labour for educators, who must navigate ambiguous policies, redesign assessments to be AI-resilient, and adjudicate potential academic integrity violations. The use of AI detection tools has also been criticised for creating an adversarial relationship between students and institutions, where students may be falsely accused of misconduct based on probabilistic software. AIEd advocates say that efforts should be made towards increasing global accessibility and training educators to serve underprivileged areas. === Students === Reliance on generative AI has been linked with reduced academic self-esteem and performance, and heightened learned helplessness. Algorithm errors and hallucinations are common flaws in AI agents, making them less trustworthy and reliable. According to a 2025 survey from Inside Higher Ed, 85% of higher education students use generative AI technology in some way, with 25% using AI to complete assignments for them. The most common reason cited for using AI to cheat was pressure to get high grades. 97% of students wanted some form of action from schools on the threat to academic integrity caused by AI, with the most popular options being clearer policies and more education about ethical uses of AI. In September 2025, The Atlantic published an op-ed from a high school senior arguing that the normalization of AI cheating was eroding critical thinking, academic integrity, creativity, and the shared student experience.