Contemplative Pedagogy for Human-Centered Artificial Intelligence in Nursing Education

Background: Artificial intelligence (AI) is rapidly transforming nursing and health professions education. Although these technologies offer opportunities for innovation, they also raise concerns related to professional identity, ethical judgment, depersonalization, and burnout.

Method: This conceptual article synthesizes interdisciplinary scholarship, drawing on caring science, transformative learning theory, Bloom's extended taxonomy revised, and the master adaptive learner framework to develop an integrated, human-centered framework for AI-supported learning.

Results: The proposed framework positions contemplative pedagogy as the central organizing process through which AI, cognitive development, resilience, and professional formation are intentionally integrated. Three complementary models are presented: a learning ecosystem framework, a student learning pathway, and a faculty design framework.

Conclusion: Together, these models provide a nursing-grounded, health professions framework that aligns technological innovation with reflective, ethical, and relational dimensions of learning while providing a foundation for future empirical research.