Educating in the age of Artificial Intelligence
DOI:
https://doi.org/10.18050/revucvhacer.v14n4a2Keywords:
Artificial intelligence, Education, Ethics, Personalized learning, Critical thinkingAbstract
The emergence of artificial intelligence (AI) in education represents a profound transformation that goes beyond the mere incorporation of technological tools. Generative models such as ChatGPT or Gemini have reconfigured the way we learn, teach and evaluate, posing obvious benefits, but also highly relevant ethical and pedagogical dilemmas. AI offers opportunities to personalize learning, include students with diverse needs, and optimize administrative processes, allowing teachers to focus on human support. Likewise, it promotes interactive and dynamic experiences that enrich student motivation. However, its excessive use can generate cognitive dependence, weaken critical thinking and reproduce biases present in the training data. In addition, risks arise related to the privacy of information, the opacity of algorithms and the widening of digital divides between contexts with different technological access. Faced with these challenges, a critical and ethical pedagogy of artificial intelligence is proposed, which emphasizes teacher mediation, algorithmic literacy and the participation of the entire educational community in decision-making. Beyond technical advances, the essential challenge is to preserve the humanistic character of education, ensuring that AI serves as a tool to enhance autonomy, creativity and equity.
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Copyright (c) 2025 Enrique Flores González, Raúl Reinaldo Jojoa Santacruz, Alberto Vianney Trujillo Rodríguez
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