New learning spaces between AI Literacy and educational experience: apedagogical perspective

The growing integration of Artificial Intelligence into educational contexts is re-shaping teaching practices and, more subtly, the conditions under which educational expe-rience takes form. In contemporary debates, AI Literacy is often framed in terms of technical understanding or operational competence. While these dimensions are undoubtedly relevant, they tend to leave a central pedagogical question in the background: how is Artificial Intel-ligence actually experienced, interpreted, and made meaningful by learners within everyday educational practices? This article proposes an educational reinterpretation of AI Literacy grounded in the notion of educational experience. Drawing on John Dewey’s reflections in Experience and Education (1938), learning is understood here as a dynamic process that unfolds through interaction with the environment and through the continuity of lived expe-rience over time. From this perspective, Artificial Intelligence cannot be treated as a neutral or external tool. Rather, it becomes a constitutive element of contemporary learning environ-ments, shaping meaning-making processes, participation, and learner agency—often in ways that remain implicit. AI Literacy is therefore interpreted not as a predefined set of skills, but as an experiential and reflective process that develops within concrete educational situations. The article concludes by emphasizing the role of intentional educational design in fostering reflective, inclusive, and meaningful learning experiences in AI-mediated learning spaces.