TEACHING STRATEGIES TO PROMOTE KNOWLEDGE CONSTRUCTION AND DIGITAL SKILLS DEVELOPMENT THROUGH THE USE OF ARTIFICIAL INTELLIGENCE IN SECONDARY SCHOOL STUDENTS

Abstract

The objective of this essay is to explain how the teacher's mediating role is essential for fostering knowledge construction and the development of digital skills through the use of Artificial Intelligence (AI) in secondary school students. While AI has established itself as a relevant technology in learning processes, thanks to its ability to automate tasks, systematize large amounts of information from diverse sources, and generate content that helps improve the understanding of concepts and theories, it also depends on overcoming significant challenges to promote its appropriate use. Students must use it as a complement that enriches their learning processes, rather than as a replacement for their own processes of analysis, reflection, and knowledge construction. In this sense, teachers must develop and implement classroom strategies that allow for the critical and reflective use of AI. This involves activities that enable students to integrate their prior experiences and knowledge with the results generated by AI, as well as creating spaces for analyzing the automated results and content. It is concluded that the proper integration of AI into knowledge building processes depends largely on the ability of teachers to adapt their classroom methodologies and strengthen the development of truly productive interactions between students and machines, from perspectives focused on critical thinking, learning autonomy, and the ethical and responsible use of digital technologies.