AI integration in education through the TMRC model: a Deweyan experimental approach

Abstract

The integration of artificial intelligence (AI) in education must go beyond efficiency and automation. It must uphold humanistic values, preserve learner agency, and foster democratic, reflective classroom dynamics. This study introduces the technology-mediated reflective and collaborative (TMRC) model, an innovative pedagogical framework grounded in John Dewey’s philosophy of experiential learning and democratic education. Employing a quasi-experimental design with 98 senior high school students divided into traditional and TMRC-integrated instructional groups, the study assessed the impact of the model on academic performance, student engagement, and reflective thinking across varied classroom contexts. Quantitative findings revealed statistically significant gains in the experimental group, particularly in engagement, critical thinking, and knowledge retention, while qualitative insights underscored increased learner autonomy and collaborative inquiry. The study’s high-impact contribution lies in demonstrating that AI, when guided by pedagogical intentionality and rooted in human-centered design, can transform educational practices. It offers a scalable, adaptable model that bridges technological innovation and ethical, learner-focused education, advancing the global discourse on responsible AI integration in 21st-century learning.