What is it about?

In many classrooms, students stay silent not because they are disengaged, but because cultural values around "face," respect for authority, and group harmony discourage them from speaking up. This paper proposes the AI Co-Pilot framework, which positions AI as a cultural mediator to help teachers promote classroom dialogue. The framework guides students through a progression: from private AI-assisted practice, to anonymous peer interaction, to confident public discussion. It integrates the ICAP model (Interactive, Constructive, Active, Passive) with dialogic teaching principles, while keeping teachers as the orchestrators of learning rather than replacing them with technology.

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Why is it important?

Educational policies worldwide call for more interactive teaching, but many frameworks overlook the cultural barriers teachers face in Confucian-heritage classrooms. This paper addresses that gap by showing how AI can create psychologically safe spaces for students to practise dialogue skills before public participation. As AI tools become more common in schools, this work offers practical guidance on using AI to support—not replace—teacher expertise and human connection. The framework is relevant for any educational setting where social or cultural factors influence student participation.

Perspectives

This framework grew from my experience as a memory champion and educator with nearly 20 years teaching mind mapping and learning techniques in Chinese classrooms. I observed that many students had strong ideas but hesitated to share them publicly. The AI Co-Pilot concept emerged from asking: how can technology help students build confidence before they face the social pressures of classroom discussion? I hope this work encourages educators to see AI as a tool for supporting human connection, not replacing it.

Caiqian ZHENG

Read the Original

This page is a summary of: The AI Co-Pilot: A Culturally-Responsive Framework for Orchestrating Interactive Learning in the Classroom, International Journal of Chinese Education, September 2025, SAGE Publications,
DOI: 10.1177/2212585x251400819.
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