This paper explores the transformations of education in the era of intelligent digital environments, proposing an ecological and phenomenological approach to learning. The educational environment is presented as an active agent in the co-construction of subjectivity and knowledge. Drawing on theoretical contributions from Heidegger (1997), von Uexküll (1934), Haraway (2013), and Latour (2009), the text examines how ambient intelligence — conceived as an entanglement of technologies, bodies, affects, and languages — shapes ed-ucational experiences. Education is thus understood as a sensitive and responsible act of de-sign, requiring careful attention to the perceptual, temporal, and relational conditions under which knowledge emerges. The metaverse, interfaces, and artificial intelligence are investi-gated not merely as tools, but as cognitive and narrative environments that orient learning processes (Knox, 2020; Ferraris, 2020). The paper ultimately proposes a rethinking of edu-cation as a practice of care for environments, relationships, and possibilities.
Ambient intelligence and educational design in digital worlds
Monica Di Domenico;Alessia Sozio;Pio Alfredo Di Tore
2025
Abstract
This paper explores the transformations of education in the era of intelligent digital environments, proposing an ecological and phenomenological approach to learning. The educational environment is presented as an active agent in the co-construction of subjectivity and knowledge. Drawing on theoretical contributions from Heidegger (1997), von Uexküll (1934), Haraway (2013), and Latour (2009), the text examines how ambient intelligence — conceived as an entanglement of technologies, bodies, affects, and languages — shapes ed-ucational experiences. Education is thus understood as a sensitive and responsible act of de-sign, requiring careful attention to the perceptual, temporal, and relational conditions under which knowledge emerges. The metaverse, interfaces, and artificial intelligence are investi-gated not merely as tools, but as cognitive and narrative environments that orient learning processes (Knox, 2020; Ferraris, 2020). The paper ultimately proposes a rethinking of edu-cation as a practice of care for environments, relationships, and possibilities.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
