Verso una dimensione iperumana: educare il pensiero nell’era digitale tra intelligenza artificiale, infrastrutture pubbliche di supercalcolo e pedagogia universitaria

This essay offers a theoretical and infrastructural reflection on the role of artificial intelligence (AI) in contemporary university educational processes, arguing that the current phase should not be interpreted as a transition toward the posthuman, but rather as the emergence of a hyperhuman dimension: an extended cognitive environment in which human and artificial intelligence co-produce practices of knowledge, decision-making, and learning. The contribution examines: (1) the inseparable link between high-performance computing (HPC) and generative AI, showing how computational infrastructures constitute cultural conditions of possibility rather than merely technical supports; (2) the concept of “digital sovereignty” as applied to higher education, with a focus on data governance and model architectures as instruments of cultural policy; (3) the impact of AI on Learning Management Systems (LMS) and the need for public governance. 59 The contribution outlines a framework of hyperhuman pedagogy that conceives technological development as an enabling tool for fostering critical interpretation, linguistic pluralism, and epistemic responsibility.