Generative artificial intelligence in education: ethical challenges, pedagogical potential, and future perspectives
Keywords:
Generative Artificial Intelligence, Education, Ethics, Educational Technology, Future of EducationAbstract
The emergence of generative artificial intelligence (AGI) in education has profoundly transformed teaching and learning processes, generating both enthusiasm and concern among stakeholders in the education system. This emerging technology offers considerable pedagogical potential by enabling personalized learning, automated content generation, and intelligent support for students and teachers. Thanks to its adaptive capabilities, AGI can accommodate diverse learning styles and paces and facilitate real-time feedback processes. However, its implementation poses significant ethical and social challenges, particularly regarding authorship of content, risk of plagiarism, data privacy, misinformation, and equitable access to these tools. This article critically analyzes the emerging role of AGI in educational contexts, addressing its benefits, limitations, and implications for contemporary pedagogical practices. Likewise, future scenarios are explored, considering the use of artificial intelligence as an ally to improve the quality of education, without neglecting the need for adequate regulation. Finally, recommendations are proposed for an ethical, responsible, and effective integration of these technologies into teaching and learning environments, promoting critical and reflective use by teachers, students, and institutions. The objective of this analysis is to contribute to an informed debate that will guide the design of educational policies and pedagogical strategies relevant to the digital transformation driven by artificial intelligence
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