PEDAGOGICAL CHALLENGES OF GENERATIVE ARTIFICIAL INTELLIGENCE IN HIGHER EDUCATION
DOI:
https://doi.org/10.56219/trascendere.v3i8.6624Keywords:
Artificial intelligence, cognitive autonomy, critical thinking, higher education, learningAbstract
Artificial intelligence is transforming higher education. Its integration transcends technological adoption and affects pedagogical practices, assessment processes, and students' relationship with knowledge. This essay critically analyzes the incorporation of artificial intelligence in university contexts. It identifies its pedagogical contributions and the tensions derived from its use, especially concerning cognitive autonomy, critical thinking, and ethical and institutional challenges. Methodologically, an analytical-reflective review of recent scientific literature and specialized documents was conducted. Systematic review studies, academic research, and international references from the last five years were prioritized. The results indicate that artificial intelligence promotes personalized learning, immediate feedback, and self-regulated learning when aligned with defined educational objectives and intentional pedagogical mediation. However, risks of cognitive dependence, academic integrity, algorithmic biases, and technological inequalities are evident. It is concluded that artificial intelligence does not constitute an educational innovation in itself. Its pedagogical value depends on reflective, ethical, and human-centered integration that preserves student autonomy and strengthens the teacher's role as a learning mediator. We propose advancing toward a university culture that promotes critical AI literacy, the transformation of assessment practices, and the development of responsible institutional governance frameworks.
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