In the evolving landscape of educational technology, the role of artificial intelligence (AI) is becoming increasingly significant, particularly in the context of education and relational dynamics within learning environments. Recent discourse in the field has begun to transition from viewing AI as a potential disruptor of human relationships to understanding it as a valuable conduit for fostering and enhancing these relationships. This shift is particularly evident in the forthcoming comment by Velez, Xu, and Fitzgerald, titled “From AI as a Relational Breaker to a Relational Broker,” which builds upon the foundations laid by Bauer et al. in their exploration of AI’s implications in education.
The authors argue that AI has, until now, often been perceived as a force that could disband traditional relational frameworks in educational contexts, introducing the fear that technology might isolate learners rather than connect them. This perception stems largely from early implementations of AI technologies, which were sometimes seen as replacing human interactions rather than supporting them. However, the narrative is changing as educators and technologists begin to recognize AI’s potential not just as a tool for individual learning but as a medium for collaboration and relational growth among students and teachers alike.
In their commentary, the authors delve deeper into the duality of AI’s role, presenting it as both a disruptor and a facilitator. They suggest that when integrated thoughtfully into educational practices, AI can serve to enhance connections rather than diminish them. For instance, AI can analyze learning patterns and help educators tailor their approaches, fostering a more personalized learning experience that respects each student’s unique journey. This personalized approach not only caters to individual learning needs but also encourages a deeper connection between educators and students, allowing for a more interactive and engaging educational experience.
Furthermore, the commentary posits that AI can play a role in bridging gaps in communication, particularly in diverse classrooms where language and cultural barriers may exist. AI-powered translation tools and communicative interfaces can allow students from various backgrounds to interact more freely and collaboratively, enriching the learning environment. This function of AI as a relational broker highlights its potential for enhancing inclusivity and fostering community among learners who might otherwise feel isolated or marginalized.
Moreover, Velez and colleagues argue that the incorporation of AI into educational practices can lead to a more data-informed dialogue between educators and students. By utilizing AI to gather insights on student engagement and performance, educators can engage in meaningful conversations that address learning challenges in real-time, thus creating an environment of mutual respect and understanding. This data-driven approach not only informs teaching strategies but also empowers students to take charge of their learning journeys, fostering greater responsibility and agency.
Nevertheless, the authors emphasize the importance of ethical considerations in implementing AI within educational contexts. As AI systems increasingly integrate into relational practices, it is crucial to consider issues of privacy, bias, and the potential for misapplication. Ensuring that data used by AI is handled responsibly and transparently is vital in maintaining trust between educators, students, and the technologies themselves. The authors stress that ethical AI should amplify human interaction, not replace it, and that educational institutions must remain vigilant in their oversight of these technologies.
The dialogue initiated by Bauer et al. and expanded upon by Velez, Xu, and Fitzgerald speaks to a larger narrative in the field of educational technology: the need for a human-centric approach to AI. By focusing on the relational aspects of AI integration, the conversation encourages educators to rethink their methodologies in light of technological advancements. The commentary serves as a beacon for those looking to navigate the complex terrain of technology in education, advocating for a model where AI is employed as a supportive agent rather than a managerial overseer.
In conclusion, the evolving perception of AI from a potential relational breaker to a relational broker marks a significant milestone in educational discourse. The work of Velez, Xu, and Fitzgerald contributes to this important conversation, encouraging educators and policymakers to consider how AI can be leveraged to nurture relationships within educational settings. As we continue to explore the possibilities of AI, it becomes essential to remain grounded in the value of human connection, ensuring that technology complements rather than replaces the vital relationships that underpin effective teaching and learning.
Ultimately, the key takeaway from this commentary is an acknowledgment of AI’s transformative potential when approached with intention and care. By reimagining the role of AI within educational frameworks, we open the door to innovative practices that can uplift learning experiences and foster deeper connections in an increasingly digital world.
Subject of Research: The changing role of AI in education as a relational broker rather than a relational breaker.
Article Title: From AI as a Relational Breaker to a Relational Broker: Comment on Bauer et al. (2025)
Article References:
Velez, G., Xu, L.Z. & Fitzgerald, J. From AI as a Relational Breaker to a Relational Broker: Comment on Bauer et al. (2025).
Educ Psychol Rev 38, 15 (2026). https://doi.org/10.1007/s10648-025-10106-3
Image Credits: AI Generated
DOI: https://doi.org/10.1007/s10648-025-10106-3
Keywords: AI, education, relational dynamics, personalized learning, ethics in AI, inclusivity, data-informed teaching.
