CURRENT CHALLENGES IN EDUCATIONAL PRACTICE IN THE FACE OF THE RISE OF GENERATIVE ARTIFICIAL INTELLIGENCE

Abstract

The purpose of this essay is to analyze teachers attitudes toward the rise of generative artificial intelligence and the shift from traditional resources to algorithms in schools. In this context, as automation threatens the cognitive process, there is a growing need to reevaluate pedagogical practices. The methodology of qualitative documentary analysis was used. The study is grounded in ethical and theoretical frameworks related to active pedagogy and learning, resulting in critical dimensions. This leads to the proposal of an ethical integration model that positions GAI as a support rather than a substitute for human thought, promoting the design of activities based on local realities and fostering in-person discussions. As well as participatory action research projects where knowledge is constructed using real-world data from the environment. These findings lead to the proposal of an ethical integration model that positions AI as a support rather than a substitute for human thought. It is concluded that the technological transition does not entail the obsolescence of the teacher’s role, but rather compels them to undergo a transformation into a critical mediator. Technology and all that it entails must be understood as yet another means for developing human autonomy and critical thinking. The success of this transition will depend on ongoing training that moves beyond the technical toward pedagogies whose teaching methods and strategies give meaning, purpose, and social impact to what AI generates.