Synergizing Growth Mindset and Generative AI in K-12 Classrooms

A Framework for Fostering Resilient Learners in an Era of Uncertainty

Authors

DOI:

https://doi.org/10.56741/IISTR.jetia.002274


Keywords:

AI Literacy, Classroom Engagement, Generative AI, Growth Mindset, K-12 Education, Self-Determination Theory, Teacher Support

Abstract

The rapid proliferation of generative artificial intelligence (GenAI) in educational settings presents both unprecedented opportunities and significant challenges for K-12 educators. This conceptual article examines the intersection of growth mindset pedagogy and GenAI integration in classroom learning environments. Drawing upon self-determination theory (SDT) and control-value theory (CVT), this paper proposes an integrated framework positioning teacher support as the critical mechanism through which students develop adaptive beliefs about intelligence while learning to collaborate with AI tools. The article synthesizes recent empirical evidence from 49 studies examining GenAI's impact on student learning, K-12 systematic reviews, and research on psychological needs satisfaction in technology-mediated contexts. Findings are organized into three thematic areas: (1) the dual nature of GenAI as both scaffold and potential crutch for learner development; (2) teacher strategies for cultivating growth-oriented AI literacy; and (3) classroom structures that support autonomy, competence, and relatedness in AI-integrated lessons. The proposed Growth Mindset-AI Synergy Framework offers practical guidance for educators seeking to harness AI's potential while preserving the essential human elements of teaching—empathy, mentorship, and belief in student potential. The article concludes that the deliberate cultivation of growth mindsets, supported by strategic teacher intervention, enables students to view AI not as a shortcut to accomplish a task, but as a cognitive partner in their ongoing intellectual development.

Author Biographies

M. Afan Gaffar, Universitas Ahmad Dahlan

is a student at the Faculty of Education and Educational Sciences, Universitas Ahmad Dahlan, Indonesia. His academic interests include educational innovation, digital learning, educational technology, and the integration of artificial intelligence in teaching and learning. He actively participates in educational research and community engagement activities aimed at improving learning quality and student development. He is committed to contributing to educational advancement through research and innovation. (email: afanmuhammad386@gmail.com).

Muhammad Zaki Aulawy, Universitas Ahmad Dahlan

earned his Bachelor of Education degree in Pancasila and Civic Education from Yogyakarta State University in 2025. He has a strong interest in citizenship education, character development, educational policy, and technology-enhanced learning. Guided by discipline, responsibility, and a commitment to lifelong learning, he aspires to contribute meaningfully to educational development and social progress through research, teaching, and community service initiatives. (email: zakiaulawy353@gmail.com).

Wahyu Cahyana, Universitas Ahmad Dahlan

is affiliated with the Faculty of Education and Educational Sciences, Universitas Ahmad Dahlan, Indonesia. His academic interests focus on educational development, learning innovation, curriculum studies, and the application of digital technologies in education. He is actively involved in academic and research activities that support the improvement of teaching and learning practices. Through collaborative research and professional development, he seeks to contribute to the advancement of quality education. (email: wahyucahyana171703@gmail.com).

Irvan Budhi Handaka, Universitas Ahmad Dahlan

is a lecturer and researcher in Guidance and Counseling at Universitas Ahmad Dahlan, Indonesia. He earned his Bachelor’s degree in Guidance and Counseling from Yogyakarta State University, his Master’s degree in Guidance and Counseling from Semarang State University, and his Doctoral degree in Guidance and Counseling from Indonesia University of Education. His expertise focuses on learning guidance and counseling, student academic development, and educational psychology. He actively engages in research, publication, and community service activities aimed at improving student learning outcomes and well-being. (email: irvan.handaka@bk.uad.ac.id).

Ega Asnatasia Maharani, Universitas Ahmad Dahlan

is a lecturer and researcher at the Faculty of Teacher Training and Education, Universitas Ahmad Dahlan, Indonesia. Her academic interests span Early Childhood Education and Clinical Psychology, with a particular focus on child development, positive psychology, and early childhood assessment. She is actively involved in research exploring psychological well-being and educational interventions. Currently, she is pursuing doctoral research on reducing stress among teachers in rural areas through mindfulness-based interventions. Her work aims to contribute to both educational quality and mental health promotion in diverse learning contexts. (email: ega@pgpaud.uad.ac.id).

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Published

2026-06-11

How to Cite

Gaffar, M. A., Aulawy, M. Z., Cahyana, W., Handaka, I. B., & Maharani, E. A. (2026). Synergizing Growth Mindset and Generative AI in K-12 Classrooms: A Framework for Fostering Resilient Learners in an Era of Uncertainty. Journal of Educational Technology Innovation and Applications, 2(02), 136–150. https://doi.org/10.56741/IISTR.jetia.002274

Issue

Vol. 2 No. 02 (2026): Journal of Educational Technology Innovation and Applications

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Articles

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Copyright (c) 2026 M. Afan Gaffar, Muhammad Zaki Aulawy, Wahyu Cahyana, Irvan Budhi Handaka, Ega Asnatasia Maharani

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