Abstract:

Artificial intelligence companies are actively constructing a vision of the future of education. Statements, policy documents, and public communications released by these corporations circulate widely across academic, policy, and media spheres. These communications contribute to the construction of a techno-optimistic imaginary of the future, where technological progress is often presented as the primary solution to complex educational and societal challenges.

This paper examines how AI companies articulate and justify their importance in the future of education by analyzing public communications released by the parent companies of four widely used generative AI tools between March 2022 and March 2026. Drawing on concepts such as technosupremacy doctrine (an uncritical trust in technological solutions) and technological determinism (the assumption that technological progress operates as an irresistible force), the study employs critical discourse analysis (CDA) to investigate how these corporations frame educational commitments, define problems and solutions, and position themselves as actors within educational systems.

The analysis attends to discursive elements such as actor positioning, evaluative language, and dominant discourse. Our findings identify emerging similarities in commitments and reveal significant policy silences within the discourse. The paper concludes by outlining a framework for applying counter-discourse that can support educators, policymakers, and researchers in critically examining the commitments articulated by AI companies regarding the future of education.

Keywords:

AI in education, critical discourse analysis, educational policy.