ARTIFICIAL INTELLIGENCE AND ITS ETHICAL AND PEDAGOGICAL IMPACTS ON EDUCATION

Abstract

Artificial Intelligence (AI) has taken a central role in contemporary educational transformations, reshaping pedagogical practices, interaction patterns, and learning processes. This paper discusses the theoretical foundations, potentialities, and ethical risks of AI use in education, drawing on authors such as Córdova (2025), Eubanks (2018), Williamson (2021), and Freire (1996). It analyzes the ambivalence between the benefits of personalized learning and the dangers of datafication, teacher autonomy loss, and algorithmic bias reproduction. The research follows a qualitative approach based on bibliographic review and critical reflection, seeking to understand how AI, while promoting inclusion and efficiency in education, also risks reducing the formative process to the logic of automation. The study concludes that the ethical and humanized incorporation of AI requires conscious pedagogical mediation and the critical training of teachers and students, ensuring

that technology serves human emancipation rather than subordination