Dilemma in Postdigital Era: Liberation of Autodidactism vs. Risks of Dehumanizing Education

I HE2025 Proceedings _ rethinking higher education: engage, adapt, include 08 - 10 October 2025 | Hagen, Germany Innovating Higher Education Conference 2025 EADTU FernUniversität in Hagen Innovating Higher Education Conference 2025 2 8 24 36 50 56 71 Table of Contents Online, Blended and Synchronous Hybrid Education Bridging the Distance: A Stepwise Community of Inquiry Based Approach to Reduce the Transactional Distance Ms. Zehra Daskin 1, Prof. Mehmet Firat2 1. Hacettepe University, 2. Anadolu University Designing Effective Educational Virtual Worlds in Metaverse by Adopting the Theory of Multiple Intelligences Prof. Sarandis Mitropoulos1, Mr. Dimitrios Magetos 2 1. Hellenic Open University, 2. University of Piraeus Exploring Print Simulators as Educational Tools for Teaching Graphic Arts in Distance Learning Dr. Gerasimos Vonitsanos1, Dr. Marios Tsigonias 1 1. Hellenic Open University Framework for Transitioning Traditional Universities to Provide Online Open Education Prof. Arnaldo Santos1, Prof. Leonel Morgado1, Prof. Henrique São Mamede 2, Prof. Giorgos Koulaouzidis 3, Prof. Maria Ilcheva4, Prof. Chris Kuijpers5, Prof. Teresa Guasch 6, Prof. Magnús Magnússon 7, Prof. Adamantina Peratikou 8, Dr. Ilona Plaksenkova 9, Dr. Annabell Bills 10, Prof. Dimitris Kalles 3, Prof. Francis Brouns 11, Dr. Inés Gil-Jaurena 12 1. Department of Science and Technology, Universidade Aberta, and INESC TEC, Porto, 2. Department of Science and Technology, Universidade Aberta, Lisbon, and INESC TEC, Porto, Portugal, 3. Hellenic Open University, 4. University of Veliko Tarnovo, 5. The Open University, 6. Universitat Oberta de Catalunya, 7. Bifröst University, 8. Open University of Cyprus, 9. Daugavpils University, 10. FernUniversität in Hagen, 11. Open Universiteit, 12. Universidad Nacional de Educación a Distancia (UNED) Study Workshop Iniure – A Support Program for the Initial Phase of Law Studies Dr. Christina Gelinski1 1. FernUniversität in Hagen The Role of Social Intelligence in Higher Distance Education. Case Study of the Master’s Degree Program: Education & Technologies in Distance Teaching and Learning Systems – Education Sciences (ETA of the Hellenic Open University Prof. Evangelia Manousou1, Mrs. Eirini Kelidou 2, Dr. EVGENIA PIERRI 2, Dr. Antonia Maria Chartofylaka 2 1. Assistant Professor of Open and Distance Education SAE Hellenic Open University, 2. Hellenic Open University Generative AI and Large Language Models An alternative approach towards AI regulations at Higher Education Institutions Dr. Michael Kopp1, Mrs. Ortrun Gröblinger2 1. University of Graz, 2. University of Innsbruck i Innovating Higher Education Conference 2025 Dilemma in Postdigital Era: Liberation of Autodidactism vs. Risks of Dehumanizing Education 86 Prof. Mehmet Firat1 1. Anadolu University Guided Integration of Generative AI in Radiography Education: Effects on Presentation Quality and Emerging AI Literacy 93 Dr. Sami Suhonen1 1. Tampere University of Applied Sciences The Potential of AI-generated Feedback for SelfAssessment Tasks 102 Dr. Regina Kasakowskij1, Prof. Jörg Haake 1, Mr. Alexander Henze 2 1. FernUniversität in Hagen, CATALPA, 2. FernUniversität in Hagen University Students’ Adoption, Feedback Perceptions, and Learning with a Generative-AI Tool: A Pre–Post Study of COFFEE 117 Dr. Joachim Wöhrle 1, Mr. Michael Hanses1, Ms. Heike Karolyi 1, Mr. Lars van Rijn 1, Prof. Claudia de Witt 1 1. FernUniversität in Hagen, CATALPA Digital Student & Staff Services Beyond assessment: How AI Becomes a Mentor, Evaluator, and Career Coach 133 Mrs. Kyriaki Rassia 1, Prof. Evangelia Manousou2, Mrs. Eleni Niarchou 1, Mr. Thomas Vangelis 3 1. PhD Candidate Hellenic Open University, 2. Assistant Professor of Open and Distance Education SAE Hellenic Open University, 3. Hellenic Open University Development of meta classification of competencies at the University of Maribor 141 Dr. Bostjan Vlaovic1 1. Faculty of Electrical Engineering and Computer Science, University of Maribor European Universities initiative and University Networks Pedagogical Innovation for Open and Online Teaching: The EUNICE Alliance Approach 151 Dr. Maria-Eleftheria Galani1 1. University of the Peloponnese Micro-credentials for Continuing Education Building Trust in Education and Employment with Micro-Credentials 159 Ms. Atiyeh Ghane1, Mr. Vlado Stankovski 1, Mr. Petar Kochovski 1 1. University of Ljubljana Diversity and Inclusion in Open and Online Education Development of a MOOC for empowering migrants’ and refugees’ vocational training and learning Greek as an additional language 169 Prof. Nektaria Palaiologou 1, Prof. Evangelia Manousou1, Dr. Elias Stavropoulos 1, Ms. Natalia Leontsini 1 1. Hellenic Open University ii Innovating Higher Education Conference 2025 Empowering Migrants through Education: The PIPE Project’s Approach to Social Inclusion 188 Prof. Dario Assante1, Dr. Giovanna Gnerre Landini 1, Dr. Arianna Pallante 1 1. Università Telematica Internazionale UNINETTUNO Fostering Inclusive Digital Education: The BERTL Certificate Program for Accessibility Awareness in Higher Education 198 Mrs. Iris Nemec1, Mrs. Natalie Koenig 1 1. UAS Technikum Wien Student Dropout Rates in Higher Distance Education: An Empirical Investigation at the Hellenic Open University (HOU) 204 Dr. Dimitra Angelopoulou 1, Dr. George Vorvilas 1, Dr. Nikos Karousos 1, Prof. Vassilios S. Verykios 1, Prof. Manolis Koutouzis1 1. Hellenic Open University Innovation in Research and Technology Beyond Silos: Functional Requirements for Next-Generation Educational Data Architectures in Higher Education 215 Mr. Michael Hanses1 1. FernUniversität in Hagen, CATALPA Mapping Augmented Reality Tools for Digital Learning in STEM Education: A Scoping Review of English, Spanish, and German Products 226 Ms. Delsa Silva Amino Cufuna1, Dr. Miriam Mulders2, Prof. Michael Kerres2 1. Universitat Oberta de Catalunya, 2. Universität Duisburg-Essen V-Lab: Extensible VR Simulation for Science Lab Training 246 Dr. Vasilis Zafeiropoulos 1, Dr. George Anastassakis 1, Mr. Christoforos Karachristos 1, Ms. Theodora Kouvara 1, Prof. Theophanis Orphanoudakis 1, Prof. Dimitris Kalles1 1. Hellenic Open University Course and Curriculum Design AI and Universities. Critical thinking, personalised pathways, recognised skills 256 Ms. Marina Zotaki 1, Mr. Dimosthenis Manias 1, Prof. Irene Mavrommati1, Dr. Iro Laskari 1, Dr. Stavroula Sokoli 1, Prof. Dimitris Kalles1 1. Hellenic Open University Empowering TESOL Student Teachers Through Generative AI: A Course-Based Study on Digital Lesson Design in Higher Education 271 Dr. KOSMAS VLACHOS1 1. National Kapodistrian University of Athens The Role of Open Educational Resources in the Teaching Community: A Case Study of ENCORE 284 Prof. Ioannis Paliokas 1, Prof. Alexandros Tzallas2, Prof. Achilles Kameas 3 1. Democritus University of Thrace, 2. University of Ioannina, 3. DAISSy Research Group, Hellenic Open University, Patras, Greece iii Innovating Higher Education Conference 2025 289 296 Transforming Greek Classrooms: Fostering the 4Cs through Innovation Dr. Aikaterini Nikolakopoulou 1, Prof. Christos Pierrakeas 1, Dr. Rizos Chaliampalias 1, Prof. Achilles Kameas1 1. DAISSy Research Group, Hellenic Open University, Patras, Greece Code words: Cracking the lexical secrets of Maths and Computer Science through a custombuilt corpus Dr. Prue Goredema 1 1. Fernuniversität in Hagen iv Dilemma in Postdigital Era: Liberation of Autodidactism vs. Risks of Dehumanizing Education Mehmet Firat1 1 Anadolu University, Education Faculty Abstract In a postdigital society, where AI-driven technologies are seamlessly integrated into daily life, education stands at a crossroads. On one hand, cutting-edge digital tools and personalized learning assistants promote autonomy, self-learning, autodidactism, self-discovery, and open access. However, these same technologies raise concerns about the “dehumanization” of learning, marked by diminished empathy and reduced human interaction. This study examines both the liberating potential of AI-supported, autodidact-centered education and the risks of reducing education to automated processes. Drawing on foundational critiques of hierarchical schooling, this study revisits classical theorists such as Descartes, Illich, Freire, and Holt while integrating contemporary analyses of postdigital education based on the understanding of Jandrić and Knox. Through a discussion of emerging AI applications, the role of educational institutions, and the importance of balancing innovation with human-centered values, this paper offers insights into how post-digital learning can foster meaningful, equitable, and empathetic educational experiences rather than exacerbate social and emotional gaps. Keywords Postdigital Education, Autodidactism, Dehumanizing Education, AI 1. Introduction The post-digital era signifies a period that contains both liberating opportunities and profound contradictions in the field of education. The integration of artificial intelligence, big data, and digital platforms into everyday life is radically transforming learning processes. On one hand, individuals are offered the chance to discover their own learning paths, set their own pace, and strengthen their autonomy; on the other hand, there is a potential to weaken human interaction, empathy, and social bonds by increasing the risk of dehumanization in education. This dual situation lies at the heart of the most critical dilemma that must be addressed in the field of educational technologies. It is well known that the hierarchical, teacher-centered structure of traditional education has been criticized for many years (Freire, 1970; Illich, 1971; Holt, 1964). The criticisms have focused on the passivation of students, the suppression of curiosity and creativity, and the functioning of the school as a mechanism of social control (Postman & Weingartner, 1969; Neill, 1960). The technologies offered by the post-digital society promise powerful tools to overcome these criticisms: personalized learning assistants, open access resources, and AI-supported feedback systems strengthen autodidacticism and lay the groundwork for individuals to construct their own learning journeys more freely. Innovating Higher Education Conference 2025 86 These same technologies also carry the risk of isolating individuals, reducing education to mechanical processes, and delegating cognitive functions to algorithms. In particular, artificial intelligence systems with a “black box” structure may undermine the fundamental human dimension of education by creating issues of transparency and accountability. In this context, discussing the role of artificial intelligence in education is not only a pedagogical necessity but also an ethical, social, and philosophical one. This article examines the tension between the liberating potential of autodidacticism in the post-digital era and the risks of dehumanization in education. Building on classic critiques of education, it discusses both the opportunities and threats created by AI-based learning practices at individual and societal levels. In this way, a critical perspective is offered on how artificial intelligence should be positioned for a human-centered and emancipatory educational vision. 2. Criticisms of Traditional Education and Postdigital Education Traditional education has long been criticized for its hierarchical and one-way structure. Illich (1971) regards education as an institutionalized mechanism of social control, while Holt (1964) argues that students’ natural curiosity to learn is suppressed by school structures. Freire (1970) explains this situation with the concept of the “banking model of education,” stating that students are positioned as passive recipients of information. Such approaches can hinder the development of students’ critical awareness and independent learning skills. Postman and Weingartner (1969), on the other hand, defined schools as structures that limit individual creativity and focus on producing conformity. In this context, it can be said that traditional education is a mechanism that prioritizes the maintenance of the social system over individual emancipation. Neill (1960) emphasizes that children’s innate curiosity and creativity are blunted by rigid school structures. This criticism is seen as contrary to the very nature of learning. While students are measured through predetermined curricula and standardized tests, they are deprived of the opportunity to explore their own learning paths. At this point, the possibilities offered by the post-digital age can facilitate the resurgence of individual creativity. The multiple forms of expression provided by digital environments (such as video, simulation, augmented reality, etc.) allow learners to construct knowledge in ways that suit their own learning styles, rather than through a single standard mode of information delivery (Knox, 2019). In the postdigital age, the boundaries between digital and analog have blurred, and the ways of accessing and interacting with information have fundamentally changed (Jandrić, Knox & Besley, 2018). In this context, learning is no longer limited to in-class experiences but is supported by different platforms, social networks, and AI-based assistants. Thus, learning processes have become more versatile and interactive. Education has evolved from a structure where the teacher is the sole authority to a network structure in which learners are active participants. AI-powered personal learning assistants are concretizing Descartes' idea of autodidacticism today by offering content tailored to students’ individual needs. This evokes Coelho's (1988) “hero’s journey” metaphor, enabling individuals to discover their own potential. In this way, learning shifts from being a static and hierarchical structure to becoming a dynamic and self-directed process. Research shows that self-regulated learning develops more strongly on digital platforms and increases students’ motivation (Song & Hill, 2007). Both traditional critiques of education and the new opportunities offered by the post-digital age make it necessary to rethink education. The new paradigm makes learning individual-centered, curiosity-driven, and flexible; at the same time, it brings issues such as social equality, digital access, and ethics to the forefront. This Innovating Higher Education Conference 2025 87 transformation, in harmony with Freire’s critical pedagogy, redefines learning not only as the transmission of knowledge, but also as a process of emancipation in which the individual realizes themselves. 3. Liberation of Autodidactism In the post-digital era, AI-powered tools allow individuals to direct their learning processes according to their own needs and interests. In this context, autodidacticism, that is, the practice of self-directed learning, has become more accessible than ever before. Research shows that learners strengthen their sense of autonomy and increase their intrinsic motivation for learning thanks to personalized digital platforms (Siemens, 2014). Especially AI-supported recommendation systems facilitate learning as a self-directed process by continuously supporting the learner’s journey with feedback (Mouza & Yang, 2020). Autodidactic learning gains strength through individuals’ free access to various disciplines (Firat, 2023). Open educational resources (OER) offered by digital platforms enable learners to produce knowledge in different fields, reminiscent of Leonardo da Vinci’s multidisciplinary learning practice. A study has shown that students who use open-access digital learning resources demonstrate significant improvements in both critical thinking and creative problem-solving skills (Weller, 2020). This indicates that in the post-digital age, individuals can be not only consumers but also productive subjects of learning. AI-based learning assistants offer adaptable content using data from students’ previous learning experiences. This means that the speed and method of learning can be individualized. Indeed, a large-scale meta-analysis has shown that AI-based personalization strategies significantly increase student achievement compared to traditional methods (Zawacki-Richter et al., 2019). In this way, autodidactic learning allows individuals to progress according to their own interests and to form a deeper connection with knowledge. Autodidacticism does not render the teacher obsolete; on the contrary, it transforms the teacher’s role from a transmitter of knowledge to a guide and facilitator. As in Freire’s (1970) “pedagogy of dialogue” approach, the teacher evolves into a mentor who supports the learner in discovering their own potential. Research has shown that students who experience autodidactic learning in digital environments develop higher selfregulation skills in learning processes structured under teacher guidance (Song & Hill, 2007). This indicates that the most powerful learning outcomes can be achieved when autodidactic freedom is combined with teacher support. Post-digital autodidacticism has the potential to bring learning opportunities to wider audiences despite socioeconomic inequalities. Open online courses (MOOCs) and AI-powered learning platforms enable individuals from different regions to participate in learning experiences simultaneously. For example, research conducted on platforms like Coursera has shown that students from low-income countries make intensive use of these resources for self-learning and career development (Reich & Ruipérez-Valiente, 2019). This demonstrates that autodidacticism can play not only a role in individual empowerment but also serve as a societal equalizer. 4. Risks of Dehumanizing Education In AI-supported postdigital educational environments, direct communication between student and teacher, as well as between students themselves, may decrease. Face-to-face interaction in the traditional classroom is critical for learners to socialize and develop a shared sense of belonging. However, in learning through digital platforms, the sense of social presence may weaken; when students interact by turning off their cameras or through text-based communication, important elements of communication such as eye contact and body language are left out. Indeed, research on remote education during the COVID-19 period revealed that Innovating Higher Education Conference 2025 88 students prefer face-to-face instruction in the classroom and report higher participation and learning in physical classrooms (Photopoulos et al., 2022). On the other hand, relying excessively on artificial intelligence during the learning process may blunt students’ real-life communication skills. A qualitative study shows that over-reliance on educational AI tools gradually reduces face-to-face social interactions and negatively affects individuals’ teamwork and communication skills (Cambra-Fierro et al., 2024). The marginalization of the human factor in education also brings with it the risk of weakening empathy development. In the absence of physical interaction, students may find fewer opportunities to read the emotions of their peers or teachers and to show them sensitivity. A meta-analysis examining data from the past thirty years determined that there has been a marked decline in empathy levels among university students (Konrath et al., 2011). This study reports that young people’s tendencies toward empathy decreased by about 40% between 1979 and 2009, and that a significant portion of this decline emerged after the 2000s, coinciding with the spread of digital communication (Konrath et al., 2011). One reason for the decrease in empathy may be the lack of emotional cues in artificial intelligence-based communication. While human teachers can perceive students' emotional states from changes in their facial expressions or tone of voice, algorithms have difficulty picking up on such nuances. Indeed, one study emphasized that interacting with an artificial agent lacking emotional intelligence cannot fully support students or replace genuine human warmth (Rodway & Schepman, 2023). Under these circumstances, learners have fewer opportunities to practice empathy, and over time, their ability to understand others may lead to the risk of becoming desensitized to others' emotions. A decrease in human interaction can lead to weakened emotional bonds in education and cause students to feel lonely. Although AI-supported systems can be informative and interactive, they cannot fully provide the emotional support and understanding that a real teacher can offer. This situation may cause students to feel emotionally detached or alienated during the learning process. For example, in scenarios where AI tools are used instead of instructors, it has been reported that feelings of loneliness among students increase, which can negatively affect both academic achievement and retention (Crawford et al., 2024). When the warm learning atmosphere created by face-to-face interactions disappears, students may hesitate to share their thoughts and feelings, and their sense of belonging to the learning community may weaken. Research has shown that students interacting with AI may exhibit signs of social isolation, and technological communication cannot fully replace genuine social support (Crawford et al., 2024; Rodway & Schepman, 2023). So, breaking human bonds in education carries the risk of making the learning experience mechanical by endangering students’ motivation and emotional well-being. The delegation of many aspects of education to automated systems may lead to the diminishing importance of human intuition and expertise. In particular, if teachers begin to rely entirely on artificial intelligence recommendations instead of their own experience and pedagogical knowledge, the creative and uniquely human fabric of education may be damaged. The literature provides evidence that over-reliance on artificial intelligence negatively affects the skills of both students and teachers. For example, a review study found that students who rely too heavily on dialogue-based AI systems may experience a decline in cognitive skills such as problem-solving and critical thinking (Zhai et al., 2024). This finding suggests that when artificial intelligence becomes an authority rather than a supportive tool in the learning process, it may limit students’ intellectual development. Similarly, leaving teaching activities to full automation is also problematic: Teachers who work constantly under algorithmic guidance may lose their creative teaching practices, and the educator’s guiding role may be pushed into the background (Bhimdiwala et al., 2022). Some studies pointing to a crisis in the teaching profession note that the uncontrolled proliferation of AI applications can reduce teachers’ share in decision-making and reduce them to mere operators of the system (Bhimdiwala et al., 2022). Therefore, as Innovating Higher Education Conference 2025 89