This paper
explores the role of Artificial Intelligence (AI) in educational and clinical contexts
through the lens of Vygotsky’s cultural-historical theory. AI is conceptualized as a cultural
and cognitive tool that
can operate within the Zone of Proximal
Development (ZPD), supporting individual learning and cognitive growth as well as societal
changes. When functionally integrated into human practices, AI can become
a “functional organ”
that enhances human abilities—like how other tools
(like a pen) extend motor
functions. The focus is on active and critical use of AI
and the role of human, which should foster reflective thinking, inner speech,
and metacognitive regulation, especially through meaningful errors and adaptive
feedback. Real-world applications such as
Proffilo
and MATHia are presented, along with a discussion of ethical concerns related to transparency, user agency, and
personalized adaptation. The paper offers a theoretical framework for the ethical
and developmental use of AI, highlighting the importance of co-design and empirical testing in real-life
settings.
