Abstract
The Sudbury model of education, known for its radical departure from traditional schooling, emphasizes student independence and democratic governance. This article explores the intersection of the Sudbury model and emerging artificial intelligence (AI) technologies, particularly in relation to the process of knowledge acquisition. Over the past decade, as AI has advanced, questions have arisen regarding its potential role in a democratically structured learning environment. This study reviews the foundational methods of independent learning and project-based approaches employed by Sudbury schools, alongside the possibility of integrating AI tools into this model. Findings suggest that AI, with its vast information base, has the potential to enrich the research-based and constructivist learning approaches central to the Sudbury philosophy. However, the study also addresses concerns about the risk of diminishing student autonomy through AI interventions. The discussion highlights the importance of ensuring ethical decision-making in AI applications, proposing that if successfully integrated, AI could enhance the Sudbury model’s commitment to fostering independence in the digital age.