ARTIFICIAL INTELLIGENCE IN BASIC EDUCATION: TEACHER REPLACEMENT OR RECONFIGURATION OF TEACHING PRACTICE?
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https://doi.org/10.63330/aurumpub.057-025Palabras clave:
Artificial Intelligence, Basic Education, Educational Technologies, Pedagogical Innovation, Teaching ProfessionResumen
This study aims to analyze national and international scientific evidence on the role of artificial intelligence in Basic Education, discussing whether this technology constitutes a mechanism for replacing teachers or for reconfiguring their professional practice. This is a narrative literature review based on scientific articles, official documents, and reports published primarily between 2020 and 2026, supplemented by seminal references on educational technologies and teacher education. The findings show that artificial intelligence does not replace teachers but redefines their roles, shifting the focus from content transmission to pedagogical mediation, the development of critical thinking, personalized learning, information curation, and the promotion of social-emotional competencies. The literature also identifies challenges related to teacher education, digital inclusion, data protection, algorithmic transparency, and the ethical use of these technologies in school settings. It is concluded that the effectiveness of artificial intelligence in Basic Education depends on the coordination of technological innovation, continuing teacher education, adequate infrastructure, and stronger teacher autonomy, recognizing teachers as key agents in educational processes within a society increasingly shaped by intelligent technologies.
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Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
