TEACHING IN THE AGE OF ARTIFICIAL INTELLIGENCE: POSSIBILITIES, ETHICAL LIMITS, AND CHALLENGES FOR PEDAGOGICAL PRACTICE
DOI:
https://doi.org/10.63330/aurumpub.074-004Keywords:
Digital ethics, Educational technologies, Teacher educationAbstract
The expansion of artificial intelligence (AI) in education has brought changes to teaching, learning, planning, and assessment practices, creating new opportunities for teachers while raising questions about its limitations and ethical implications. The use of tools capable of generating texts, organizing information, designing activities, and providing automated responses calls for reflection on the teacher's role in mediating knowledge and fostering students' critical development. This study aims to analyze the opportunities, ethical limitations, and challenges of artificial intelligence for teaching practice, considering its effects on teacher autonomy, educational planning, teaching and learning processes, and school assessment. This is a bibliographic and documentary study adopting a qualitative, descriptive, and exploratory approach, based on scientific literature and institutional documents addressing artificial intelligence, teacher education, and contemporary education. The literature indicates that these technologies can support the diversification of teaching strategies, the development of educational resources, the personalization of certain learning activities, and the optimization of administrative tasks. However, challenges also emerge concerning the reliability of AI-generated information, personal data protection, algorithmic bias, inequalities in technological access, and the risk of excessive technological dependence. The study further highlights the need for continuing teacher education that enables educators to understand the functioning, potential, and limitations of these tools and use them critically and responsibly. It concludes that the integration of artificial intelligence into education must remain guided by pedagogical purposes and ethical principles associated with human development, preserving professional autonomy, student participation, and the central role of educational relationships.
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