Italian Journal of Health Education, Sports and Inclusive Didactics
DIGITAL AFFECTIVE LITERACY AND ALGORITHMIC MEDIATION IN THE RECONFIGURATION OF EDUCATIONAL RELATIONSHIPS IN HIGHER EDUCATION
Abstract
In higher education, generative AI introduces new forms of mediation within students’ practices, reshaping the educational relationship between embodied presence and algorithmic interaction. This study examines how students’ knowledge and use of AI, in relation to flipped learning and UDL, inform relational configurations in university settings. Using a mixed-methods design based on a transnational sample, it analyses perceived autonomy, inclusion, and ethical awareness from socio-relational and critical pedagogical perspectives. Findings reveal ambivalent configurations in which enhanced agency and perceived inclusion coexist with emotional outsourcing and dependency, redefining proximity, responsibility, and pedagogical roles. The study calls for affective-digital literacy in teacher education and proposes “algorithmic affective mediation” as an interpretive pedagogical lens grounded in students’ AI practices.
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References
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DOI: https://doi.org/10.32043/gsd.v10i3.1806
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Italian Journal of Health Education, Sports and Inclusive Didactics
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ISSN: 2532-3296 E-ISSN: 3103-5744