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.

本研究审查了生成性人工智能（GenAI）与教育中自主性之间的关系，揭示了GenAI对学习者和教师自主性的双重影响。尽管GenAI通过个性化和支持增强学习者的自主性，但也可能加剧教育不平等，并在某些情境中削弱学习者的自主权，因此本研究呼吁对现有政策进行审视，以平衡公平接入与学习者自主性。 

生成性人工智能与教育中的自主性：一项批判性范围审查与主题分析