THE PEDAGOGICAL USE OF ARTIFICIAL INTELLIGENCE AND TEACHER MEDIATION

Abstract

The expansion of Artificial Intelligence (AI) has significantly transformed educational environments, creating new possibilities for teaching, learning, assessment, and knowledge production. Among the most impactful developments are generative AI systems capable of producing texts, images, summaries, feedback, and instructional materials in real time. While these technologies offer important opportunities for innovation and personalization, they also raise concerns regarding authorship, critical thinking, ethical responsibility, and the role of teachers in educational processes. This chapter aims to discuss the pedagogical use of Artificial Intelligence and the centrality of teacher mediation in contemporary education. The study adopts a qualitative approach based on a narrative review of the literature, drawing upon contributions from scholars in education, digital culture, Artificial Intelligence, and critical digital literacy. The discussion highlights that AI can support more dynamic, personalized, and participatory learning experiences when integrated into pedagogically meaningful practices. However, the findings also indicate that technological innovation alone does not guarantee educational quality. Teacher mediation remains essential for fostering critical reflection, ethical awareness, human interaction, and meaningful learning. It is concluded that the educational value of Artificial Intelligence depends not on its technical sophistication, but on the ways educators integrate it into teaching practices guided by human, ethical, and pedagogical principles.