Collective Intelligence, Connective Intelligence and Artificial Intel-ligence: Methodological Implications for Educational Research

Abstract

This article offers a critical examination of the concepts of collective intelligence, connective intelligence and artificial intelligence, exploring their epistemological, methodological and ethical implications for contemporary educational research. Drawing on theories of distributed cognition and media ecology, the paper brings into dialogue the perspectives of Pierre Lévy and Derrick de Kerckhove, highlighting how knowledge increasingly emerges from networks of relationships among individuals, social practices and technological infrastructures. Within this framework, generative artificial intelligence is interpreted not as a substitute for human thinking, but as an epistemic artefact capable of supporting learning, provided that its use is mediated through critical pedagogical practices. The risks associated with technological determinism and the illusion of understanding produced by the immediate availability of automated responses are critically examined, emphasising the central role of reflective, critical and ethical competences. Particular attention is devoted to issues of data ethics, privacy and responsibility in the management of educational information. From a methodological standpoint, the paper argues for a reconfiguration of educational research in participatory, collaborative and multi-method terms, foregrounding approaches such as action research, design-based research and digital ethnography. The article concludes by advocating for a critical and human-centred educational paradigm, capable of orienting the use of intelligent technologies towards the shared and conscious construction of knowledge.