ARTIFICIAL INTELLIGENCE IN DISTANCE EDUCATION: PEDAGOGICAL PATHWAYS, TEACHING MEDIATION, AND ETHICAL-INSTITUTIONAL CHALLENGES

Abstract

The expansion of Distance Education (DE) has been accompanied by the increasing incorporation of digital technologies capable of transforming teaching and learning processes. In this context, Artificial Intelligence (AI) emerges as one of the main technological innovations applied to contemporary education, expanding possibilities for personalized learning, educational data analysis, and student monitoring in virtual learning environments. Given this scenario, the present study aims to analyze the implications of the use of Artificial Intelligence in Distance Education, identifying its pedagogical potential and the ethical and institutional challenges associated with its implementation. This research adopts a qualitative approach of theoretical nature, with an exploratory-descriptive character, developed through a systematized narrative review in academic databases. The selected studies were examined using Content Analysis, which allowed the identification of three main analytical categories: personalization of learning and student autonomy; pedagogical mediation and the reconfiguration of the teaching role; and ethics, infrastructure, and institutional limits. The results indicate that Artificial Intelligence can contribute to the development of more adaptive and student-centered learning environments, supporting pedagogical monitoring and flexible learning pathways. However, the literature also highlights challenges related to educational data protection, algorithmic transparency, and inequalities in access to digital technologies. It is concluded that the integration of Artificial Intelligence in Distance Education should be guided by pedagogical and ethical principles to ensure that technological innovation remains aligned with educational objectives and the mediating role of teachers.