Online life, artificial intelligence, and its pedagogical interpretation
DOI:
https://doi.org/10.24310/mar.6.1.2025.20784Keywords:
education, artificial intelligence, teachers, online lifeAbstract
The expansion of online life and artificial intelligence (AI) has a transformative impact on educational models and practices. These changes raise questions about key elements of the teaching and learning process. The aim of this study is to provide a critical and pedagogical interpretation of the impact of these dimensions on education. A structured analysis is proposed, first exploring the effect of online life on education, particularly in terms of the transformation of educational processes and the evolution of the teacher-student relationship. Secondly, a section is dedicated to AI applied to education, with a particular emphasis on pedagogical applications, opportunities, and the ethical challenges arising from its use. Furthermore, reflections are made on some future challenges and considerations regarding the topic. It is highlighted how digitalization facilitates access and the democratization of learning, but also increases the digital divide and raises ethical issues related to privacy and data security. AI, in turn, enables the personalization of learning and improves efficiency in teaching tasks, although it poses dilemmas concerning the dehumanization of education and bias in algorithms. It is concluded that the teacher plays a crucial role as a guarantor of ethical and balanced education. Moreover, although technology offers new and exciting possibilities, it must be employed in educational processes through the reflection and pedagogical judgment of the teacher to establish a healthy integral development of students.
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