The incorporation of artificial intelligence in education has expanded the possibilities for access to information, content generation, feedback, and personalization of learning, but it has also raised concerns related to technological dependence, academic integrity, the veracity of information, and the reduction of cognitive effort. The objective of this article was to analyze the benefits and risks of using artificial intelligence in educational processes, considering the pedagogical conditions that can guide its incorporation. A critical-interpretive narrative review was conducted based on academic publications and institutional documents related to artificial intelligence, generative artificial intelligence, and education. The reviewed literature shows that these tools can support comprehension, the production of ideas, feedback, and certain cognitive skills when they are part of pedagogically oriented activities. However, the substitutive use of reasoning, the uncritical acceptance of generated responses, and their use to solve evaluative tasks can limit learning. It is concluded that the educational effect of artificial intelligence depends less on technological availability than on the way teachers and students use it within the teaching and learning process.
The incorporation of artificial intelligence in education has expanded the possibilities for access to information, content generation, feedback, and personalization of learning, but it has also raised concerns related to technological dependence, academic integrity, the veracity of information, and the reduction of cognitive effort. The objective of this article was to analyze the benefits and risks of using artificial intelligence in educational processes, considering the pedagogical conditions that can guide its incorporation. A critical-interpretive narrative review was conducted based on academic publications and institutional documents related to artificial intelligence, generative artificial intelligence, and education. The reviewed literature shows that these tools can support comprehension, the production of ideas, feedback, and certain cognitive skills when they are part of pedagogically oriented activities. However, the substitutive use of reasoning, the uncritical acceptance of generated responses, and their use to solve evaluative tasks can limit learning. It is concluded that the educational effect of artificial intelligence depends less on technological availability than on the way teachers and students use it within the teaching and learning process. Read More