ARTIFICIAL INTELLIGENCE IN SECONDARY EDUCATION IMPLEMENTED THROUGH COLLABORATIVE WORK FOR THE TRANSFORMATION OF TEACHING PRACTICES

Abstract

This essay aims to examine the incorporation of Artificial Intelligence (AI) in secondary education (EDU) through Collaborative Work (CW) to transform Pedagogical Practices (PPs), with the intention of contributing to educational advancement in a society characterized by information and technological development. The benefits and applications of AI in teaching (TCH) will be discussed, highlighting its strengths, limitations, and the impact it may have on students (STUs) and educators (EDRs). Furthermore, it will be argued how CW combined with AI can foster the transformation of PPs and promote comprehensive education of the student (St) in dynamic and complex environments. It is affirmed that the responsible and ethical integration of AI in EDU, combined with CW, represents a crucial opportunity to transform PPs. This will enable the development of cognitive, social, and critical skills in STUs, preventing their passive dependence on technology. For getting into it, it is essential for families to adopt a critical stance and for educators to develop innovative pedagogical strategies that position STUs as active agents in their own learning process, while the educator serves as a guide and mediator, directing AI as an extension of human thought that enhances autonomy and meaningful learning. This prepares STUs to face the challenges of an ever-changing digital society. Additionally, a critical perspective on AI will be presented, emphasizing not only its capacity to optimize information management and impress with its autonomous learning—which has raised concerns among experts about potential risks to humanity—but also proposing a focus on its use to enhance cognitive skills and the intellectual development of students, thereby fostering the growth of human intelligence.