A Futures Study on the Epistemological Assumptions of an Artificial Intelligence-Based English Language Curriculum

Abstract

The integration of artificial intelligence into English language curricula transcends mere technological upgrading, presenting a fundamental philosophical crossroads for the field of education. At present, the application of AI is largely confined to unstructured, individual practices, lacking a coherent pedagogical foundation or a comprehensive curricular vision. This study, designed as a futures research project, aims to interrogate how this inevitable integration ought to unfold, focusing on its philosophical underpinnings and pedagogical consequences. Employing an exploratory and qualitative scenario analysis methodology, the study develops two contrasting future scenarios: one where AI functions as an "Authority/Master" (Scenario A), and another where it acts as a "Peer" (Scenario B). The findings reveal that Scenario A constitutes a behaviorist restoration, confining learners to the lowest rungs of intellectual development and regressing the field to primitive epistemological assumptions. In stark contrast, Scenario B presents a trialogical and post-formal vision that elevates the learner to the position of a critical evaluator and active producer, fostering the collective creation of knowledge. Ultimately, the study contends that the future of the discipline hinges on the courage to position AI not as an undisputed authority, but as a dialogic partner that enriches the collective pursuit of meaning.