Lijing Wu, Xiangji Yi

Lijing Wu

November 28, 2025

Intelligent education, Thesis guidance, Agent assistance, Technology-mediated interaction.

In the context of educational intelligence driving the evolution of graduation thesis writing tools into "intelligent collaboration platforms", this study aims to explore the logic of teacher-student collaboration practice and the reconstruction of the "instruction-learning" relationship after the intervention of agents in response to the predicament of inefficient information transmission and ambiguous responsibility boundaries in traditional guidance. Based on the framework of technology-mediated interaction theory, a participatory observation method was used to study 12 groups of thesis supervisors from 3 universities, and grounded theory was used to code and analyze the data. The study found that agents drive information transmission from "teachers' one-way output" to "AI provides basic information, teachers and students deepen together" in a two-way collaboration; The boundaries of responsibility have been restructured from "teacher-led" to "teacher-directed academic direction, student-led original content, and agent-assisted tool functions" shared by multiple subjects; Teachers and students maintain a balance of "dependence and vigilance" towards the agent, with the core being the retention of human subjectivity. The research findings reveal the new logic of thesis guidance under educational intelligence, provide empirical support for the theory of technology-mediated interaction, and offer practical references for colleges and universities to optimize the quality assurance system of theses.

© 2025, the Authors. Published by ISCCAC

This is an open access article distributed under the CC BY-NC license