CHALLENGES, CONFLICTS, AND EDUCATIONAL STRATEGIES REGARDING ARTIFICIAL INTELLIGENCE

Abstract

This essay critically analyzes the challenges, conflicts, and educational strategies that arise from the emergence of Artificial Intelligence (AI) in academic and social contexts. It argues that AI is not merely a technical tool but a cultural and pedagogical phenomenon that profoundly reshapes teaching and learning. Drawing on the perspectives of Sigman and Bilinkis (2022), Montes (2023), and Tormo (2023), together with classical references such as Vygotsky, Ausubel, Mora, Dehaene, and Freire, the essay develops an interdisciplinary theoretical framework to understand the magnitude of this cognitive revolution. The essay addresses AI in three dimensions: the proposition that it redefines both the human and the educational; arguments supported by empirical evidence, theoretical analysis, and international experiences (Finland, South Korea, and Singapore); and an educational proposal focused on teacher training, digital equity, and technological sovereignty. In the Latin American and Colombian context, AI presents both opportunities and risks: democratizing access to knowledge, optimizing pedagogical processes, and fostering innovation, but also widening social gaps, dehumanizing learning, and undermining intellectual autonomy. Findings from the documentary analysis confirm that the success of AI integration depends on clear public policies, investment in research, and above all, a redefined teaching role. In conclusion, AI should be considered a strategic ally to enhance creativity and critical thinking, as long as it is used under an ethical, humanistic, and critical approach.