INTEGRATING ARTIFICIAL INTELLIGENCE TECHNOLOGIES INTO THE CURRICULUM: IMPLICATIONS FOR TEACHER TRAINING

Abstract

The purpose of this research is to examine the effects of incorporating digital technologies on changes in the school curriculum and the learning process. The study was conducted through a literature review based on recent academic publications, focusing on research available in the CAPES, SciELO, Google Scholar databases, and other reliable sources. The materials chosen addressed the main pedagogical transformations brought about by digital technologies, such as personalized teaching, increased student engagement, and improved digital skills. In addition, the research discusses the obstacles that still need to be overcome to ensure the effective application of these technologies, such as teacher training, the lack of compromised infrastructure, and equal access to digital resources. The study concludes that, despite the challenges, incorporating technologies into the curriculum has the capacity to revolutionize education and equip students for the challenges of the 21st century, as long as it is combined with inclusive public policies and conscious pedagogical planning.