This paper explores
the ethical considerations surrounding the use of robots as teachers and
personalized learning companions in education. While AI and robotics are
increasingly integrated into educational settings, the deployment of humanoid
robots as educators remains rare but raises important questions. The article
asks to what extent concepts of moral agency in machines, ethical design, and
artificial morality are applicable in educational contexts and how these
technologies affect pedagogical autonomy, relational quality in human‑robot
interactions, and the distribution of responsibility. By examining these issues
through the lenses of humanism, digital humanism, and critical posthumanism,
the study situates contemporary developments within a longer historical
trajectory of educational automation and algorithmic thinking. Finally, the
analysis illuminates how emerging intelligent technologies reshape the promises
and perils of future schooling, offering nuanced insight into the ethical
tensions at the intersections of humanism and posthumanism.
