DISTANCE EDUCATION TRANSFORMATION: EXPLORING THE FACETS OF ARTIFICIAL INTELLIGENCE IN CONTEMPORARY EDUCATION

Abstract

Distance education experiences profound transformation with artificial intelligence integration, which redefines interaction dynamics, learning personalization, and performance assessment. This article examines how AI systems impact distance education, considering opportunities for pedagogical innovation and challenges related to equity, privacy, and learning quality. Through bibliographic research guided by Siena et al. (2024) and Almeida (2021), which ground methodological rigor in investigations of this nature, the work mobilizes critical analysis of twelve authors specialized in digital education, technology, and scientific methodology. Results indicate that AI enhances personalization of learning trajectories and offers continuous support to students, although it introduces ethical questions about student autonomy and perpetuation of algorithmic biases in educational contexts. It is concluded that responsible implementation of AI in distance education requires clarity about pedagogical objectives, educator training, and audit mechanisms that ensure technology serves meaningful learning rather than replacing fundamental human relationships.