A New Learning Taxonomy: Positioning AI in the Theoretical Landscape of 21st-Century Primary Education

Taksonomi Pembelajaran Baru: Memposisikan Kecerdasan Buatan (AI) dalam Lanskap Teoretis Pendidikan Dasar Abad ke-21

Abstract

The pervasive integration of Artificial Intelligence (AI), particularly generative AI, into education has precipitated a paradigm shift that existing learning taxonomies are ill-equipped to address. Classical models like Bloom's revised taxonomy, conceived in a pre-digital era, fail to account for collaborative intellectual partnerships between humans and AI. This conceptual paper argues for the critical necessity of a new learning taxonomy that explicitly positions AI as a transformative agent in 21st-century primary education. Through critical synthesis of established taxonomies and contemporary learning theories, this article identifies theoretical gaps in AI-saturated learning environments and proposes a novel, multi-dimensional taxonomy comprising three interconnected dimensions: (1) The Cognitive-Metacognitive Dimension, expanding traditional hierarchies to include skills like evaluating AI outputs and strategic problem-solving; (2) The Human-AI Interaction Dimension, outlining competencies from basic prompting to advanced co-creation; and (3) The Ethical Dimension, integrating critical digital literacy concerning algorithmic bias and societal impact. The article illustrates this taxonomy's application in primary education contexts and discusses its profound implications for pedagogical practices, teacher roles—which shift from knowledge transmitters to ethical guides and learning architects—and assessment evolution toward process-oriented skills. This taxonomy serves as a crucial roadmap for fostering uniquely human capabilities through symbiotic human-AI collaboration, thereby equipping young learners for a complex future.