Abstract
The rapid development of Artificial Intelligence (AI), particularly generative AI, has transformed educational practices and raised ethical concerns regarding AI dependency, critical thinking, human agency, academic integrity, data privacy, algorithmic bias, and the changing role of teachers. This article aims to examine the ethical implications of AI-based pedagogical transformation and develop a human-centered framework for AI integration in the Indonesian education ecosystem. The method used in this study is a qualitative philosophical-conceptual approach that combines a literature review and normative philosophical analysis. Contemporary studies on AI in higher education, AI dependency, critical thinking, teacher agency, academic integrity, and AI ethics are examined alongside international educational frameworks and Indonesian regulations on AI and education. Luciano Floridi's conception of AI as a form of artificial agency provides a central framework for analyzing the relationship between human and artificial agency in education. The analysis shows that existing studies have extensively examined AI dependency, critical thinking, teacher agency, academic integrity, and AI governance, but these dimensions are often examined as separate issues. The results of this study find that both can be integrated through the concept of human pedagogical agency. Reliance on AI becomes ethically problematic when artificial agency begins to replace human epistemic and pedagogical agency. To conceptualize this process, this paper introduces pedagogical agency displacement, which refers to the gradual transfer of educational judgment, reasoning, interpretation, and decision-making from human actors to artificial systems in a way that undermines human autonomy and responsibility. In the Indonesian context, the institutionalization of Artificial Intelligence and Coding and the development of national guidelines for the responsible use of AI represent a transition from technology adoption to educational governance. The paper concludes that AI should function as an augmentative, not a substitutive, technology, while maintaining human judgment, critical thinking, teacher responsibility, accountability, equity, and data protection as fundamental conditions of ethical pedagogical transformation.