This paper critically examines how Generative AI reshapes who holds authority in education and introduces a new framework for human-AI collaboration that prioritizes human accountability for knowledge.

In plain terms

Generative AI (GenAI) is often viewed simply as a helpful tool in education, but this paper argues it's causing a major shift in who holds power and authority over knowledge in classrooms. Traditionally, teachers and students produce knowledge, but now AI is increasingly involved, raising questions about who validates claims and creates learning evidence. The author critically examined various established theories on agency (the ability to act and make choices) and technology use in education to understand how GenAI redistributes this ability among students, teachers, and machines. While relevant, existing theories didn't fully address inequalities in power, data ownership, or accountability in human-AI interactions. To tackle this, the paper introduces the Ecological Co-Agency Framework, which defines agency through relational, regulatory, and pedagogical processes. This framework emphasizes human accountability for the knowledge claims made when working with AI.