The promise of learner subjectification in authentic learning: A critical discourse analysis of learner agency in EdTech masterplans

Abstract

This paper explores how national EdTech masterplans in Singapore and Japan push forward the development of learner agency through the discourses of authentic learning and Biesta’s philosophy of subjectification. We find that both countries showcase a growing commitment to nurturing self-directed, digitally fluent learners who are equipped for the socio-economic volatilities of the 21st century. We hypothesise that the policies will partly instrumentalise subjectification but proffer potential to harmonise innovation with student empowerment. The study examines how policy language frames learners as active participants in technology-mediated education through Fairclough’s model of Critical Discourse Analysis. Both corpora signal a clear shift toward personalised learning, volitional self-engagement and future-ready competencies even as obligation expressions and institutional framing remain prominent in the texts. Japan’s discourse affords slightly more syntactic room for learner choice while Singapore emphasises coherence through aligned national systems and platforms. Importantly, both policy landscapes reflect a strong belief in the agentic capacity of education and technology. Unlocking the full promise of authentic learning may require widening the discursive space for student voice, relational autonomy and the ‘beautiful risk’ of becoming. This study provides a framework to understand how EdTech policies support agency and how they might go even further in designing learning futures where students are recipients and co-authors of their educational journey.