DIGITAL TECHNOLOGIES AND ARTIFICIAL INTELLIGENCE IN EDUCATION: TO WHAT EXTENT DO THEY PROMOTE LEARNING?

Abstract

The advancement of digital technologies and artificial intelligence has significantly transformed teaching and learning processes in recent decades. In the educational field, algorithmic systems, adaptive platforms, virtual assistants, and generative tools have expanded possibilities for personalized learning, multimodal content production, and global access to information. However, these transformations also raise important questions regarding the quality and depth of learning produced in digital environments. In this context, this article aims to critically analyze the extent to which digital technologies and artificial intelligence effectively promote learning, considering both their pedagogical potential and the epistemological, ethical, and cognitive limitations associated with their use. Methodologically, this study adopts a qualitative bibliographic approach based on a literature review of national and international research on artificial intelligence in education, digital literacies, participatory culture, and digital learning ecologies. The analysis articulates theoretical contributions from scholars such as Holmes, Tuomi, Selwyn, Moran, Kenski, Castells, Rojo, and Lévy, as well as recent studies on artificial intelligence applied to education. The results indicate that although these technologies expand possibilities for access to knowledge, creativity, and personalized learning experiences, their use does not automatically guarantee deep learning. The pedagogical effectiveness of these technologies depends largely on teacher mediation, pedagogical intentionality, and the development of critical competencies related to the functioning of digital and algorithmic systems. It is concluded that the integration of artificial intelligence into education requires reflective pedagogical practices capable of articulating technological innovation, critical thinking, and democratic citizenship in contemporary digital culture.