This project focuses on the technological and design dimensions of human-AI collaboration in Norwegian secondary education. Key questions include: How can GenAI-based educational tools be designed and implemented to augment rather than replace human cognition, and what principles should guide this process? How can risks associated with GenAI in educational settings (including over-reliance, academic integrity, and data privacy) be effectively mitigated through design principles? And how can the efficacy of GenAI-based educational interventions be rigorously assessed in ecologically valid, real-classroom settings?

This study investigates the learning processes and mechanisms that emerge in the dynamics between students, a conversational AI assistant built around scenario-based oral tasks, and the teacher in second language acquisition at upper secondary school. The AI assistant is designed to engage students in authentic conversational scenarios in Spanish, adapting to their language level and providing feedback after each interaction. Many students find speaking a foreign language intimidating, and the traditional classroom rarely offers enough opportunities for meaningful oral practice. Key questions include: What learning processes emerge in the triadic interaction between student, AI assistant, and teacher? How does AI-assisted oral practice affect students' confidence, self-regulation, and engagement? And how does the teacher's pedagogical framing shape the quality of human-AI interaction in the classroom?