ARTIFICIAL INTELLIGENCE APPLIED TO THE CONSTRUCTION OF PEDAGOGICAL EXPERIENCES

Abstract

The deployment of advanced computational framework systems within the schooling environment triggers a deep reorganization of instructional methods, moving past the historical boundaries of the physical classroom space. This research sets as its primary goal to investigate the use of artificial intelligence in designing relevant methodological pathways, weighing both the practical gains and the hazards that tag along with this digital transition. Methodologically, a literature review was designed, structured upon the assumptions of Bardin (2021) for data cataloging and Flick (2019) for executing the qualitative assessment of the collected material. The conceptual overview discusses the individualization of learning trajectories, the moral impasses stemming from process mechanization, and the teaching wisdom vital to coordinate interactions within highly complex virtual ecosystems. From an analytical closing perspective, it stands out that technological resources, provided they are tied to reflective curricular proposals, boost student involvement and demand a thorough revision of the educator's actual purpose. The scholarship of Duque (2026), Junior and Viana (2024), and Santos (2024) forms the mandatory theoretical bedrock to decode the structural mutations reshaping the act of teaching in modern times.