IISES International Academic Conference, Rome

AI AUGMENTED AUTODIDACTICISM IN POSTDIGITAL ERA

MEHMET FIRAT

Abstract:

This study explored the concept of autodidacticism in the context of postdigital education and artificial intelligence. It proposes a theoretical framework for understanding AI-supported autodidactic learning as a form of augmented epistemic self-determination. The framework integrates three key components: philosophical origins rooted in Cartesian methodological doubt, pedagogical responses through self-regulated learning, and the technological context of AI-supported adaptive learning. This article traces the historical foundations of autodidacticism to Descartes' emphasis on individual reasoning and methodical doubt. It then connects these ideas to contemporary educational theories of self-directed, lifelong learning. The emergence of open education and digital technologies has enabled greater learner autonomy. The integration of AI in education was examined, focusing on how AI systems can enhance learner autonomy through personalized support, goal-setting assistance, and metacognitive scaffolding. Recent studies on generative AI tools, such as ChatGPT, in facilitating self-directed learning processes are discussed. While acknowledging the potential benefits of AI in supporting autodidactic learning, this article also notes persistent challenges, such as ethical concerns and the need for empirical validation of long-term outcomes. The proposed framework aims to provide a comprehensive understanding of autodidacticism in the post-digital era, bridging philosophical, pedagogical, and technological perspectives.

Keywords: Autodidacticism, epistemic autonomy, postdigital, ai in self-learning