# Generative AI and Agency in Education: A Critical Scoping Review and Thematic Analysis

arXiv: https://arxiv.org/abs/2411.00631 · HTML: https://mlsanity.com/paper/2411.00631/

## Key facts

- Cited by 2 papers in the map (data through 14 Oct 2026).
- Builds on 14 of its 90 references that are in the map.
- First posted on arXiv 1 Nov 2024.

## Builds on (most cited first, 14 of 14)

- [Practical and Ethical Challenges of Large Language Models in Education: A Systematic Scoping Review](https://mlsanity.com/paper/2303.13379/) (2023)
- [GenAI Against Humanity: Nefarious Applications of Generative Artificial Intelligence and Large Language Models](https://mlsanity.com/paper/2310.00737/) (2023)
- [Game of Tones: Faculty detection of GPT-4 generated content in university assessments](https://mlsanity.com/paper/2305.18081/) (2023)
- [GenAI Detection Tools, Adversarial Techniques and Implications for Inclusivity in Higher Education](https://mlsanity.com/paper/2403.19148/) (2024)
- [The AI Assessment Scale (AIAS): A Framework for Ethical Integration of Generative AI in Educational Assessment](https://mlsanity.com/paper/2312.07086/) (2023)
- [The Interplay of Learning, Analytics, and Artificial Intelligence in Education: A Vision for Hybrid Intelligence](https://mlsanity.com/paper/2403.16081/) (2024)
- [Transforming Teachers' Roles and Agencies in the Era of Generative AI: Perceptions, Acceptance, Knowledge, and Practices](https://mlsanity.com/paper/2410.03018/) (2024)
- [Generative Discrimination: What Happens When Generative AI Exhibits Bias, and What Can Be Done About It](https://mlsanity.com/paper/2407.10329/) (2024)
- [Generative Artificial Intelligence in Learning Analytics: Contextualising Opportunities and Challenges through the Learning Analytics Cycle](https://mlsanity.com/paper/2312.00087/) (2023)
- [The AI Assessment Scale (AIAS) in action: A pilot implementation of GenAI supported assessment- A Preprint](https://mlsanity.com/paper/2403.14692/) (2024)
- [Deepfakes and Higher Education: A Research Agenda and Scoping Review of Synthetic Media](https://mlsanity.com/paper/2404.15601/) (2024)
- [Understanding Student and Academic Staff Perceptions of AI Use in Assessment and Feedback](https://mlsanity.com/paper/2406.15808/) (2024)
- [Generative AI Tools in Academic Research: Applications and Implications for Qualitative and Quantitative Research Methodologies](https://mlsanity.com/paper/2408.06872/) (2024)
- [Teacher agency in the age of generative AI: towards a framework of hybrid intelligence for learning design](https://mlsanity.com/paper/2407.06655/) (2024)

## Built on by (most cited first, 2 of 2)

- [A Meta-Analysis of LLM Effects on Students across Qualification, Socialisation, and Subjectification](https://mlsanity.com/paper/2509.22725/) (2025)
- [Human Experts' Evaluation of Generative AI for Contextualizing STEAM Education in the Global South](https://mlsanity.com/paper/2511.19482/) (2025)

## Abstract (arXiv)

This scoping review examines the relationship between Generative AI (GenAI) and agency in education, analyzing the literature available through the lens of Critical Digital Pedagogy. Following PRISMA-ScR guidelines, we collected 10 studies from academic databases focusing on both learner and teacher agency in GenAI-enabled environments. We conducted an AI-supported hybrid thematic analysis that revealed three key themes: Control in Digital Spaces, Variable Engagement and Access, and Changing Notions of Agency. The findings suggest that while GenAI may enhance learner agency through personalization and support, it also risks exacerbating educational inequalities and diminishing learner autonomy in certain contexts. This review highlights gaps in the current research on GenAI's impact on agency. These findings have implications for educational policy and practice, suggesting the need for frameworks that promote equitable access while preserving learner agency in GenAI-enhanced educational environments.