ETHICAL DIMENSIONS OF ARTIFICIAL INTELLIGENCE IN TEACHING-LEARNING PROCESSES: A SYSTEMATIC MAPPING OF SCIENTIFIC PRODUCTION

Abstract

The advancement of Artificial Intelligence (AI) in the educational field has expanded teaching and learning possibilities, but has also sparked important ethical and philosophical reflections. This study aimed to map and analyze the scientific literature on the ethical dimensions of AI in teaching and learning processes through a systematic literature search. The search was conducted in the Web of Science database, using the descriptors "Artificial Intelligence" AND "ethics" AND "education." Initially, 1,822 articles were identified; after applying the inclusion and exclusion criteria, 155 documents remained, of which only 9 comprised the final review. The analysis revealed three main themes: ethical dilemmas related to privacy, algorithmic biases, and student autonomy; philosophical discussions about the role of AI in the teacher-student relationship; and teachers' responsibility when mediated by intelligent technologies. It is concluded that, despite the potential of AI to transform pedagogical practices, theoretical and normative gaps still persist that demand greater scientific and political depth, especially in the development of solid ethical frameworks that guide its application in the educational context.