Pedagogy and Artificial Intelligence: Towards an Ethical and Innovative Teacher Training
María Verónica Nava Avilés, Laura Guadalupe Carreño Crespo Castillo, Gilberto Castillo Peña
In response to the urgent need for more adaptive and sustainable educational systems that meet the demands of contemporary society, this theoretical and descriptive study explores the impact of Artificial Intelligence (AI) on teacher training and teaching-learning processes in dynamic contexts. Among the findings, the study highlights the importance of personalized learning, the creation of collaborative environments, and the strengthening of critical digital competencies to foster school co-participation. The application of complexity principles, such as adaptability, self-organization, and non-linear interactions in pedagogical processes, has helped identify AI’s positive impact in stimulating creativity, flexibility, and interaction with intelligent systems. Additionally, challenges such as the need for continuous teacher training and deep reflection on the implementation of these technologies are recognized. The results indicate that AI has great potential to transform pedagogical practices in an ethical and innovative way, promoting a more inclusive education focused on the co-construction of knowledge.
Keywords
Artificial Intelligence, Pedagogy, Innovation and Ethics, Complexity, Teacher Training.
