From a critical perspective, it is relevant to observe how, in daily practice, teachers constantly review the work of our students, attentive to the possibility that it may have been generated by artificial intelligence (AI) tools. This phenomenon leads us to a necessary reflection: are we involved in a competition to keep pace with a rapidly advancing technology, or are we really aware that our work transcends the instrumental use of new applications? Beyond knowing how they work, it is important to take on the commitment to train ourselves and position ourselves as agents of change in the educational field.
There is a generalized tendency to consider that technology must be permanently integrated into our pedagogical mediations. However, this position may hide a more complex reality: technology alone does not guarantee meaningful learning. For this integration to be truly effective, it is essential to recognize that the teacher continues to be the main mediator, facilitator and driver of educational change. Only on the basis of this professional awareness is it possible to critically and proactively evaluate the impact of AI on the teaching-learning process.
The real risk emerges when we lose sight of the purpose of our teaching and how we carry it out. In this sense, the impact of artificial intelligence in the educational system must be carefully managed. Its implementation must be geared towards strengthening meaningful learning, not replacing it.
In the hands of critical, reflective and committed teaching, AI can become a valuable tool; otherwise, it can contribute to blurring the fundamental pedagogical principles that guide our work.
“The teacher must be well prepared so that his language clarifies doubts and can adequately provide the signs necessary for teaching.” (St. Augustine)