ARTIFICIAL INTELLIGENCE AS A PEDAGOGICAL TOOL IN HIGHER EDUCATION, OPPORTUNITIES AND CONSTRAINTS IN TEACHER EDUCATION
DOI:
https://doi.org/10.56219/trascendere.v3i7.5972Keywords:
higher education, educational ethics, formative assessment, teacher training, generative artificial intelligenceAbstract
Over the last decade, and particularly since the widespread adoption of large-scale language models, generative artificial intelligence (AI) has been incorporated into higher education as a resource for writing texts, organising readings, designing activities, constructing rubrics, and providing preliminary feedback. The objective of this essay is to argue that AI can become a relevant pedagogical tool for university teacher training only if it is integrated through critical literacy in AI, institutional data governance, and an evaluative reorganisation focused on authorship, reasoning, and traceability. The methodology consisted of a documentary analysis with a dialectical approach, based on the confrontation of positions on benefits and risks. The results showed that the most promising potential lies in supporting instructional design, responsible personalisation, and strengthening feedback, especially when aligned with formative assessment practices. Likewise, it was identified that the limitations intensified when AI replaced professional judgment, degraded epistemic verification, and increased the risks of hallucinations, biases, privacy concerns, academic integrity violations, and technological dependence. It is concluded that the problem is not to use or prohibit educational AI, but rather to establish pedagogical, ethical, and curricular conditions for human-centred, transparent, and equitable use.
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