This scoping review examines the relationship between Generative AI (GenAI) and agency in education, analyzing the literature available through the lens of Critical Digital Pedagogy. Following PRISMA-ScR guidelines, we collected 10 studies from academic databases focusing on both learner and teacher agency in GenAI-enabled environments. We conducted an AI-supported hybrid thematic analysis that revealed three key themes: Control in Digital Spaces, Variable Engagement and Access, and Changing Notions of Agency. The findings suggest that while GenAI may enhance learner agency through personalization and support, it also risks exacerbating educational inequalities and diminishing learner autonomy in certain contexts. This review highlights gaps in the current research on GenAI's impact on agency. These findings have implications for educational policy and practice, suggesting the need for frameworks that promote equitable access while preserving learner agency in GenAI-enhanced educational environments.

翻译：本范围综述考察了生成式人工智能（GenAI）与教育中能动性之间的关系，通过批判性数字教育学的视角分析了现有文献。遵循PRISMA-ScR指南，我们从学术数据库中收集了10项聚焦于GenAI赋能环境中学习者与教师能动性的研究。通过AI支持的混合主题分析，我们揭示了三个核心主题：数字空间中的控制权、差异化的参与和访问途径，以及能动性概念的演变。研究发现表明，尽管GenAI可能通过个性化与支持增强学习者能动性，但在特定情境下也存在加剧教育不平等和削弱学习者自主性的风险。本综述揭示了当前关于GenAI对能动性影响研究中存在的空白。这些发现对教育政策与实践具有启示意义，表明需要构建既能促进公平访问，又能在GenAI增强的教育环境中维护学习者能动性的理论框架。