Introduction. The study addresses the sociological transformation of giftedness and genius in the context
of artificial intelligence, examining how the boundaries between human cognition and algorithmic systems
are becoming increasingly blurred in the contemporary digital era. Consequently, traditional conceptions of
giftedness, grounded in biological determinism and individual cognitive performance, require reconsideration, as
they no longer adequately account for the cognitive experiences of gifted students engaging with AI technologies.
Methodology and Methods. The study employed a conceptual and intertextual analysis strategy grounded in
a post-humanist theoretical framework. Drawing on Pierre Bourdieu’s habitus theory, Actor-Network Theory,
and the Extended Mind Hypothesis, the research systematically reviewed national and international academic
literature from databases including Web of Science, Scopus, ERIC, Google Scholar, and JSTOR. Results.
The findings indicate that gifted students experience AI not merely as a functional tool but as an extension
of their cognitive processes, giving rise to a “hybridized cognitive habitus” in which emotion, intuition, and
algorithmic thinking converge. Furthermore, cognitive processes integrated with AI restructure cultural capital
through algorithmic competencies, generating a new form of digital cognitive elitism. Scientific novelty. The
scientific novelty lies in introducing the concept of “Symbiotic Genius” and “hybridized cognitive habitus” as
new theoretical frameworks that redefine giftedness beyond biological boundaries within the age of artificial
intelligence. Practical significance. The results can be used to reconceptualize educational policies, curriculum
design, and social adaptation strategies to align with the emerging hybrid cognitive reality of gifted students,
while also addressing issues of cognitive justice and equal access to AI technologies in education.