The Cultural Construction of AI in Learning: A Comparative Analysis of Integration Models

Khaled Ahmed Aqeel Alzoubi

doi:10.3991/ijim.v20i06.60871

Authors

Khaled Ahmed Aqeel Alzoubi The Hashemite University, Zarqa, Jordan https://orcid.org/0000-0001-8647-4570

DOI:

https://doi.org/10.3991/ijim.v20i06.60871

Keywords:

Artificial Intelligence in Education (AIED); Vocational Education and Training (VET); Sociotechnical Systems; Cross-Cultural Analysis; Educational Policy; Digital Equity

Abstract

This study contests deterministic narratives of educational technology adoption, arguing that Artificial Intelligence (AI) integration is a process of cultural construction. It examines how distinct national “cultures of AI use”—defined by core purposes, ethical framings, and equity outcomes—are shaped by societal structures, including pedagogical traditions, economic ideologies, and governance models. This perspective challenges the prevalent techno-utopian discourse by foregrounding the socio-political embeddedness of algorithmic systems in educational settings. Employing critical qualitative comparative analysis (QCA), this study uses a framework synthesizing Cognitive Load Theory (CLT), Dual-Process Theory (DPT), and Sociocultural Theory (SCT). Data triangulation combined a systematic literature review (2020–2025) with critical discourse analysis of policy documents from UNESCO, OECD, and the World Bank, constructing profiles for nine nations. The methodological rigor is enhanced by incorporating quantitative indicators on digital infrastructure to contextualize the qualitative findings within material realities of access and capacity. The analysis identifies three dominant models: (1) the state-coordinated deployment model (e.g., China, UAE), featuring top-down, systemic implementation; (2) the market-driven innovation model (e.g., USA), characterized by a fragmented, entrepreneurial tool ecosystem; and (3) the human-centric augmentation model (e.g., Finland, Singapore), where AI is a subordinate tool to enhance teacher professionalism. Each model presents a unique configuration of technological design, pedagogical application, and underlying social values. This paper offers an interdisciplinary lens, framing AI as a culturally constructed artifact to reveal the ideological underpinnings of adoption pathways. It argues for a shift from decontextualized “best practices” to contextual praxis, providing critical insights for stakeholders. The synthesis of cognitive, psychological, and sociocultural theories provides a novel holistic framework for evaluating the multifaceted impacts of AI in diverse educational ecosystems.

Author Biography

Khaled Ahmed Aqeel Alzoubi, The Hashemite University, Zarqa, Jordan

Department of Basic Science Support , Faculty of Science, , The Hashemite University P.O box330127, zarqa, 13133, Jordan

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