ARTIFICIAL INTELLIGENCE AS SUPPORT FOR ACTIVE METHODOLOGIES IN CONTEMPORARY EDUCATION

Abstract

The integration of Artificial Intelligence into education has led to significant transformations in pedagogical practices while simultaneously challenging traditional conceptions of teaching and learning, often centered on content transmission. Within the broader context of digital culture and algorithmic technologies, AI is no longer merely a technical tool but a structural element that reshapes how knowledge is produced, mediated, and appropriated in educational settings. This article aims to analyze the potential of AI as support for active methodologies, focusing on its contributions to student protagonism, personalized learning, and the enhancement of pedagogical practices. The study adopts a qualitative, bibliographic approach, based on authors such as José Moran, Liliane Bacich, Paulo Freire, Wayne Holmes, and Ilkka Tuomi, as well as UNESCO guidelines on the ethical and pedagogical use of Artificial Intelligence in education. It discusses how AI tools can enhance strategies such as flipped classroom, project-based learning, and blended learning by enabling adaptive learning paths, real-time feedback, and more precise monitoring of student progress. At the same time, the article critically addresses ethical concerns related to authorship, teacher mediation, reliability of AI-generated content, and the need for critical engagement with technology. The findings indicate that AI, when intentionally and pedagogically integrated, does not replace the teacher but expands possibilities for planning, intervention, and learning monitoring. The study concludes that the effective use of AI in active methodologies requires continuous teacher education, ethical awareness, and clear pedagogical intentionality, otherwise it risks reinforcing superficial or automated practices.