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Beyond the Physical: Exploring the Ontological Implications of Future Classrooms in Digital and AI-Mediated Spaces

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Title: Beyond the Physical: Exploring the Ontological Implications of Future Classrooms in Digital and AI-Mediated Spaces
Language: English
Authors: Akinade Adebowale Adewojo (ORCID 0000-0002-2921-8500)
Source: Digital Education Review. 2025 (46):1-12.
Availability: Universitat de Barcelona. Passeig de la Vall d'Hebron 171, Edifici Llevant P3, Barcelona, 08035 Spain. e-mail: der@greav.net; Web site: http://revistes.ub.edu/index.php/der
Peer Reviewed: Y
Page Count: 12
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Educational Trends, Futures (of Society), Virtual Classrooms, Artificial Intelligence, Educational Change, Computer Simulation, Educational Technology, Ethics, Educational Theories, Interdisciplinary Approach, Institutional Role, Business, Industry, Educational Development, Role of Education, Philosophy, Electronic Learning, Instructional Innovation, Gamification, Privacy, Information Security
ISSN: 2013-9144
Abstract: As educational spaces transition from physical classrooms to digital and AI-mediated environments, this research explores the ontological implications of this shift. By examining the concept of the "Future Classroom," which extends learning spaces into virtual, augmented, and AI-driven realities, this study asks whether digital spaces can be considered as "real" as their physical counterparts. It investigates how digital and AI technologies alter our perception of space, knowledge acquisition, and the learning experience. By analyzing key stakeholders, including students, educators, and policymakers, the study aims to reveal how these new forms of educational environments affect not only pedagogy but also social interactions, identity formation, and even the broader societal constructs of education. The research drew on interdisciplinary theories from education, technology, and philosophy to assess whether the immersion into digital spaces, like the metaverse, creates new forms of educational realities or merely extends the current ones into another dimension. This work seeks to critically assess the transformative impact of these spaces while considering the role of the ed-tech industry in shaping future classrooms.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1476996
Database: ERIC
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  Data: Universitat de Barcelona. Passeig de la Vall d'Hebron 171, Edifici Llevant P3, Barcelona, 08035 Spain. e-mail: der@greav.net; Web site: http://revistes.ub.edu/index.php/der
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  Data: As educational spaces transition from physical classrooms to digital and AI-mediated environments, this research explores the ontological implications of this shift. By examining the concept of the "Future Classroom," which extends learning spaces into virtual, augmented, and AI-driven realities, this study asks whether digital spaces can be considered as "real" as their physical counterparts. It investigates how digital and AI technologies alter our perception of space, knowledge acquisition, and the learning experience. By analyzing key stakeholders, including students, educators, and policymakers, the study aims to reveal how these new forms of educational environments affect not only pedagogy but also social interactions, identity formation, and even the broader societal constructs of education. The research drew on interdisciplinary theories from education, technology, and philosophy to assess whether the immersion into digital spaces, like the metaverse, creates new forms of educational realities or merely extends the current ones into another dimension. This work seeks to critically assess the transformative impact of these spaces while considering the role of the ed-tech industry in shaping future classrooms.
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