ACTIVE METHODOLOGIES, ARTIFICIAL INTELLIGENCE, AND DISTANCE EDUCATION: NEW PERSPECTIVES FOR THE TEACHING AND LEARNING PROCESS IN HIGHER EDUCATION

Abstract

The study analyzed the articulation between active methodologies, artificial intelligence, and Distance Education (DE), considering their contributions to new configurations of the teaching and learning process in higher education. The research was guided by the following question: how did the articulation between active methodologies, artificial intelligence, and distance education expand new perspectives for the teaching and learning process in higher education? The general objective was to analyze how this articulation contributed to new perspectives in the teaching and learning process in higher education. Specifically, the study sought to analyze the contributions of active methodologies and artificial intelligence to student participation, personalization, autonomy, and learning, and to examine how the articulation between artificial intelligence, active methodologies, and distance education reconfigured pedagogical mediation and teaching and learning processes in higher education. Methodologically, the study was characterized as bibliographic research with a qualitative approach, through analytical reading and the articulation of recent scientific publications. The results showed that the integration of active methodologies and artificial intelligence fostered student participation, interaction, personalization, and autonomy, especially when associated with pedagogical planning and teacher mediation. It was concluded that innovation did not depend solely on technology, but on the coherence between resources, methodologies, and educational purposes, while preserving human centrality in the educational process.