Iranian Journal of Educational Sociology 2645-3460 In Press 2027 01 01 Exploring the Concept of Learner Agency in Artificial Intelligence–Based Educational Environments: A Qualitative Study from the Perspective of Philosophy of Education Exploring the Concept of Learner Agency in Artificial Intelligence–Based Educational Environments: A Qualitative Study from the Perspective of Philosophy of Education 1 21 10.61838/93qg1p41 EN Journal Article 2026 04 14 <p><strong>Purpose:</strong> This study aimed to explore the meaning, dimensions, enabling conditions, constraints, and educational implications of learner agency in artificial intelligence–based educational environments from the perspective of philosophy of education.</p> <p><strong>Methods and Materials:</strong> This qualitative study employed an interpretive phenomenological design. Participants were 22 faculty members, educational technology specialists, artificial intelligence researchers, and postgraduate students selected through purposive criterion-based and maximum-variation sampling from universities, research institutions, and educational organizations in Tehran during the 2025–2026 academic year. Data were collected through in-depth semi-structured interviews, reflective field notes, and analytical memos. Interviews continued until interpretive saturation was reached. Data were analyzed through interpretive thematic analysis using repeated reading, extraction of meaning units, initial and focused coding, constant comparison, development of subthemes and overarching themes, and philosophical interpretation of the findings. Credibility, dependability, confirmability, and transferability were strengthened through member checking, peer debriefing, reflexive documentation, and maintenance of an audit trail.</p> <p><strong>Findings:</strong> Analysis yielded three overarching themes and 12 subthemes. The first theme, expansion of learner agency through augmented educational possibilities, included personalized pathways, immediate feedback, cognitive and creative augmentation, and increased participation. The second theme, erosion and reconfiguration of agency under algorithmic mediation, included cognitive delegation, invisible direction of choice, displacement of authorship, and diffusion of responsibility. The third theme, conditions for responsible and authentically human agency, included critical artificial intelligence literacy, reflective and metacognitive control, pedagogical mediation, and ethical responsibility.</p> <p><strong>Conclusion:</strong> Learner agency in artificial intelligence–based education can be understood as reflective human authorship within a technologically mediated field of possibilities, requiring intentionality, critical judgment, meaningful participation, and accountability.</p> https://qijes.com/index.php/ijes/article/download/1527/1506