CHALLENGES, POTENTIAL AND RISKS OF ARTIFICIAL INTELLIGENCE IN THE DEVELOPMENT OF EDUCATIONAL KNOWLEDGE
DOI:
https://doi.org/10.56219/dialctica.v3i28.5578Keywords:
Artificial intelligence, hybrid model, comprehensive training, educational skills, ethicsAbstract
This essay, derived from the initial findings of doctoral research on the integration of artificial intelligence (AI) in mathematics education, discusses the possibilities, limitations, and risks of its incorporation into educational contexts. The text examines the potential of AI as a tool capable of influencing the academic, curricular, ethical, emotional, and contextual dimensions of education, questioning its reduction to a merely technical instrument and problematizing its scope in the training of critical, creative, and ethically responsible students. From a theoretical perspective, the essay is based on the notion of comprehensive education and the balance between knowing how to know, knowing how to do, and knowing how to be, articulated with contemporary perspectives on complexity, competency-based education, and technology-mediated learning. Based on a critical review of the literature, it argues that AI presents significant advances in strengthening the cognitive and procedural processes of learning, while evidencing structural limitations in directly contributing to the development of socio-emotional and ethical dimensions. Finally, the essay raises the need to move towards hybrid educational models, in which artificial intelligence acts as a complement to human pedagogical work and not as its substitute, highlighting the importance of clear ethical frameworks and educational policies to guide its integration. Finally, the essay raises the need to move towards hybrid educational models, in which artificial intelligence acts as a complement to human teaching and not as a substitute for it, highlighting the importance of ethical frameworks and clear educational policies that guide its responsible integration into education.
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