POST-CHATBOT EDUCATION: AUTONOMOUS ARTIFICIAL INTELLIGENCE AGENTS AND THE RECONFIGURATION OF TEACHING AND LEARNING PROCESSES
DOI:
https://doi.org/10.63330/aurumpub.067-108Keywords:
Autonomous AI agents, Education, Generative Artificial Intelligence, Pedagogical mediation, Teaching and learningAbstract
The recent expansion of Generative Artificial Intelligence has brought about significant transformations in the production, access, and mediation of knowledge, particularly in the field of education. The evolution from predominantly responsive chatbots to Artificial Intelligence agents capable of planning actions, using tools, executing sequences of tasks, and maintaining goal-oriented interactions broadens the possibilities for applying these technologies to teaching and learning processes. In this context, this study aims to analyze the implications of the emergence of autonomous Artificial Intelligence agents for education, considering their pedagogical potential, their effects on teachers’ and students’ roles, and the ethical, epistemological, and institutional challenges associated with their use. Methodologically, the study proposes a bibliographic and documentary research design, adopting a qualitative and exploratory-descriptive approach, grounded in recent scientific literature and institutional documents related to Generative Artificial Intelligence, agentic systems, and education. The analysis will focus particularly on personalized learning, the automation of pedagogical activities, enhanced student monitoring, changes in authorship and assessment, and risks related to response reliability, decision-making autonomy, privacy, data protection, transparency, and technological dependence. The study is based on the understanding that the incorporation of AI agents does not merely represent the introduction of a new educational tool, but may lead to a redistribution of functions among students, teachers, and digital systems. It concludes that the educational use of these systems requires integration models guided by pedagogical intentionality, human oversight, institutional responsibility, and the preservation of learners’ intellectual autonomy, thereby preventing automation from replacing cognitive and relational processes that are essential to education.
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