From the Realm of Possibilities to Capabilities: Uses and Non-Uses of Generative AI Tools in Postsecondary Education
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Abstract
Over the past three years, the digital landscape has been profoundly transformed by the rapid and widespread emergence of generative artificial intelligence (GAI) technologies. Their integration into the field of education—for both students and teachers—now appears inevitable. Building on previous research (Bruillard, 2025), this article, drawing on a study carried out with postsecondary students, offers an analysis of the process through which individuals develop their capacity to act, learn, and empower themselves within their environment (empowerment dynamic) to explain the uses and non-uses of GAI technologies. From an intersectional perspective, various factors of conversion and choice are identified to understand the emergence of a realm of possibilities and its realization by students based on a set of factors. These analyses lead two findings. AI technologies are both a problem and a solution, calling for a shift away from an oppositional approach toward a comprehensive understanding of enabling dynamics and potential for social innovation. This requires addressing the issue of AI’s relationship with education through the lens of multiple tensions, particularly temporal, cognitive, metacognitive, and evaluative. The importance of a clear usable framework is emphasized as a means of reducing potential sources of stress and supporting the development of academic skills aligned with the demands of the socio-economic world.
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