Author(s)

Long Fei ¹

Affiliation(s)

¹ Guangxi Normal University, Guilin, Guangxi, China

Corresponding Author

Long Fei

ABSTRACT

The rapid development of artificial intelligence technology is triggering profound changes in the field of basic education, presenting new challenges to primary and secondary school teachers. Embodied cognition theory offers a fresh perspective on understanding these changes. This study, based on the tripartite view of embodied cognition theory—body-environment-cognition—systematically explores the teaching practice challenges faced by primary and secondary school teachers in the age of AI: the challenge between holistic development and teachers overemphasis on knowledge transmission, and the challenge between the intelligence of teaching tools and teachers weak technical skills. Corresponding strategies are proposed to address these challenges, such as shifting from disembodied educational concepts to a holistic educational philosophy that integrates body and mind, focusing on immersive embodied learning environments, continuously enhancing information literacy, and clarifying the educational value of intelligent technologies. The aim is to provide theoretical foundations and practical guidance for primary and secondary school teachers to navigate educational transformations in the intelligent era, promoting an organic unity of technology empowerment and educational authenticity, and driving high-quality development in basic education.

KEYWORDS

Embodied Cognition Theory; Artificial Intelligence; Primary and Secondary School Teachers; Teacher Teaching

CITE THIS PAPER

Long Fei, The Realistic Challenges and Road Choices of Primary and Secondary School Teachers in the Era of Artificial Intelligence: From the Perspective of Embodied Cognition Theory. Applied & Educational Psychology (2025) Vol. 6: 102-107. DOI: http://dx.doi.org/10.23977/appep.2025.060213.

REFERENCES

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[3] Zhang Yaojun. The Metaphorical Body-A Study on the Phenomenology of Merleau-Pontys Body [M]. China Academy of Art Press, 2006.
[4] Pecher D, Boot I, Van Dantzig S. Abstract concepts: Sensory-motor grounding, metaphors, and beyond[M]//Psychology of learning and motivation. Academic Press, 2011, 54: 217-248.
[5] Li Zhihe, Li Pengyuan et al. Design of Embodied Cognitive Learning Environment: Characteristics, Elements, Applications and Development Trends [J]. Distance Education Journal, 2018(05).

Sponsors, Associates, and Links

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• Advances in Educational Technology and Psychology
  
  
• Curriculum and Teaching Methodology
  
  
• Transactions on Comparative Education
  
  
• Advances in Vocational and Technical Education
  
  
• Adult and Higher Education