Interpretive Flexibility and the Social Construction of Generative AI in Education: A SCOT Analysis

Authors

• Elham Mousavidin, University of St. ThomasFollow
• Sujin K. Horwitz, University of St. ThomasFollow

Abstract

The rapid rise of generative artificial intelligence (GenAI) tools has intensified discussions about their role in education. This study uses the Social Construction of Technology (SCOT) framework to explore how educational stakeholders interpret GenAI and how these interpretations influence its development and adoption. Through an interpretive literature review of research published between 2021 and 2025, we examine stakeholder perspectives using SCOT constructs, including relevant social groups, interpretive flexibility, technological frames, and controversies. Results identify three main interpretive tensions shaping current debates: transformational force versus transactional tool, cognitive augmentation versus cognitive atrophy, and digital empowerment versus digital enslavement. These tensions show how competing stakeholder views impact the evolution of educational uses of GenAI. The study also highlights emerging institutional responses, including AI literacy initiatives, human-led learning models, and governance frameworks for responsible AI integration. The research contributes to the literature by demonstrating how SCOT offers a valuable perspective on the social construction of emerging educational technologies and by proposing a conceptual model that captures the dynamic tensions shaping GenAI adoption in education. Practical implications for educators, administrators, and policymakers are discussed along with directions for future research.

Recommended Citation

Mousavidin, Elham and Horwitz, Sujin K. (2026) "Interpretive Flexibility and the Social Construction of Generative AI in Education: A SCOT Analysis," Southwestern Business Administration Journal: Vol. 23: Iss. 1, Article 3.
Available at: https://digitalscholarship.tsu.edu/sbaj/vol23/iss1/3