ARTIFICIAL INTELLIGENCE AND DIGITAL TECHNOLOGIES: PEDAGOGICAL CONTRIBUTIONS TO THE TEACHING OF PHYSICAL AND BIOLOGICAL SCIENCES

Resumen

The incorporation of artificial intelligence and digital technologies into the educational context has led to significant transformations in pedagogical practices, particularly in the teaching of Physical and Biological Sciences. This study aimed to analyze the pedagogical contributions of artificial intelligence and digital technologies to science education, discussing their potential, challenges, and educational implications. This is a qualitative study with a descriptive and exploratory approach, developed through a systematized literature review. Data collection was carried out using scientific articles, books, and institutional documents published between 2021 and 2026 in recognized national and international databases. The results indicate that artificial intelligence contributes to the personalization  of  learning,  increased  student  engagement,  the  adoption of active learning methodologies, and the facilitation of understanding complex scientific phenomena through simulations, modeling, and interactive digital environments. However, relevant challenges were also identified, including ethical issues related to data use, limitations in teacher training, unequal access to technologies, and risks associated with the uncritical use of digital tools. The discussion highlights the importance of pedagogical mediation, instructional planning, and continuing teacher education for the responsible and effective use of artificial intelligence in Physical and Biological Sciences education. It is concluded that, despite its high pedagogical potential, artificial intelligence must be integrated into educational contexts in a critical and ethical manner and aligned with educational objectives in order to effectively contribute to improving the teaching and learning process.