by Constantine Andoniou
ABSTRACT
For decades, learning design has been shaped by pre-determined instructional models rooted in industrial and systems logic. These models, whether linear or iterative, offer clarity, structure, and predictability, but often at the cost of flexibility, interpretation, and responsiveness. The rise of Generative Artificial Intelligence (GAI) introduces not just a new tool, but a new paradigm: one that alters the very nature of design, authorship, and epistemic agency. This paper rethinks the evolution of learning design by tracing its trajectory from fixedsequence logic to real-time co-adaptive design practices. Drawing on cross-disciplinary design methodologies, educational, architectural, software, and epistemological, we propose a new model of AI-enabled learning design called Collaborative Intelligence Framework (CIF). This framework treats design as recursive, situated, and dialogic, where learners and educators co-construct knowledge with AI in open, evolving environments. Beyond this, we speculate toward a future paradigm, Contextual Interpretive Learning (CIL), in which design itself becomes reflexive and meta-aware, forming part of a living epistemic field. The implications of these shifts are profound, challenging traditional assumptions of learning control, fixed outcomes, and instructional authorship. We conclude that in the age of synthetic cognition, design is no longer a scaffold for learning, it is learning.
