CHALLENGES AND FACILITIES FOR CURRENT TEACHERS IN THE USE OF ARTIFICIAL INTELLIGENCE IN THEIR TEACHING PRACTICES

Abstract

The incorporation of artificial intelligence (AI) in education has generated a profound transformation in pedagogical practices, directly challenging the role of teachers in increasingly digitalized and automated contexts. This article analyzes the main challenges educators face when using AI in their practices, recognizing that technology not only modifies teaching media but also the relationships between knowledge, power, and subjectivity in the classroom. Based on a critical review of specialized literature and situated experiences, tensions are identified, such as the lack of specific teacher training, limited participation in the design of technological tools, the risk of dehumanizing the pedagogical relationship, and the reproduction of algorithmic biases. The study highlights that, while AI offers opportunities to personalize learning, optimize processes, and expand access to knowledge, its implementation requires ethical, contextualized, and student-centered methodologies. In rural and vulnerable areas, these challenges are exacerbated by digital divides, institutional instability, and the invisibility of community knowledge. The proposal is to strengthen teacher training in critical digital skills, promote the thoughtful use of AI, and ensure that its integration meets the principles of equity, inclusion, and educational justice. This essay concludes that teachers should not be displaced by technology, but rather empowered in their role as mediators, guides, and builders of meaning. AI can be a transformative ally, provided it is used within a humanistic, situated, and participatory pedagogy that recognizes the diversity of educational realities and promotes critical thinking as the cornerstone of the educational process.