LEARNING IN THE 21ST CENTURY: ARTIFICIAL INTELLIGENCE, CREATIVITY AND EMERGENT EDUCATIONAL ECOLOGIES

Abstract

The expansion of Artificial Intelligence (AI) in the educational context has promoted new possibilities for teaching and learning processes, driving transformations related to personalization, collaboration, and knowledge construction in digital environments. In this context, this article aims to analyze the contributions of Artificial Intelligence to the constitution of intelligent learning ecosystems, understanding its use as an element of pedagogical innovation and the expansion of contemporary educational practices. The research is characterized as a bibliographic review, with a qualitative approach, grounded in discussions on networked learning (Siemens, 2005; Downes, 2012), technologies as cognitive tools (Jonassen, 2000), creative learning and constructionism (Papert, 1980; Resnick, 2017), as well as studies on Artificial Intelligence applied to education (Luckin et al., 2016; Holmes; Bialik; Fadel, 2019). The discussion highlights that technological advances modify the organization of formative spaces by favoring more interactive, adaptable, and student-centered experiences. It is observed that the insertion of AI goes beyond the instrumental dimension of digital tools, enabling new forms of interaction between subjects, information, and intelligent systems. The results indicate that educational innovation does not occur merely through the incorporation of technologies, but through the reorganization of pedagogical practices and the construction of meaningful learning experiences, in which creativity, autonomy, and critical thinking take on a central role. It is concluded that Artificial Intelligence has the potential to strengthen innovative educational ecosystems when guided by pedagogical practices capable of recognizing technology as a cognitive partner and expanding human possibilities for creating and producing knowledge.