Towards a Pedagogical Singularity Theory: Reframing Teaching and Learning in the Age of Human-AI Co-Cognition

This paper introduces Pedagogical Singularity Theory as a conceptual framework for understanding teaching and learning in an educational reality increasingly shaped by artificial intelligence. The paper argues that existing educational theories, while still valuable, do not fully account for learning environments in which AI systems actively participate in knowledge generation, feedback processes, adaptive support, and decision-making. In response, the paper proposes a new framework centered on four interrelated components: human cognitive agency, AI-augmented cognition, a co-evolutionary learning loop between learner and intelligent system, and an ethical equilibrium that preserves human judgment, responsibility, and educational purpose. Rather than treating AI as a mere instructional tool, the framework conceptualizes it as an active epistemic partner within pedagogical processes. The article is theoretical in nature and aims to provide a structured conceptual foundation for future empirical inquiry into human-AI co-cognition in education. Keywords: Pedagogical Singularity, artificial intelligence in education, human-AI co-cognition, AI-augmented learning.