This study investigates the influence of non-human actors – particularly AI-driven technologies – on online learning communities in Thailand. It applies actor-network theory (ANT) and posthumanist perspectives to examine evolving patterns of learner engagement, agency and ethical responsibility in digitally mediated education.
An instrumental qualitative case study was conducted using triangulated methods: semi-structured interviews, non-participant observations and document analysis. Data were thematically analyzed with NVivo software and interpreted through ANT concepts such as assemblages, distributed agency and technological mediation.
Three key themes emerged: (1) digital technologies restructure interaction dynamics and knowledge flows, (2) AI-driven tools enhance personalization but may constrain learner autonomy and (3) ethical concerns include algorithmic bias, depersonalization and data privacy. The findings emphasize the value of hybrid pedagogical models that integrate human and non-human agency to foster inclusive and effective digital learning.
This study contributes new insights by applying posthumanist ethics and ANT within Southeast Asia’s under-researched online education contexts. It challenges human-centered frameworks by foregrounding the agency of digital technologies and their implications for lifelong learning. The study offers actionable guidance for educators, policymakers and developers to promote ethical, equitable and culturally responsive digital education.
