ARTIFICIAL INTELLIGENCE IN EDUCATION: ETHICAL, PEDAGOGICAL, AND EDUCATIONAL CHALLENGES IN DIGITAL CULTURE

Abstract

Artificial Intelligence (AI), particularly in its generative modality, has transformed the processes of teaching, learning, assessment, and knowledge production, expanding opportunities for personalized learning and pedagogical innovation. At the same time, its integration into education raises challenges related to ethics, authorship, privacy, data protection, academic integrity, and the critical development of students. This study aims to analyze the ethical, pedagogical, and educational challenges arising from the use of AI in education, discussing its potential and implications for digital culture. This is a qualitative study of an exploratory and descriptive nature, conducted through a literature review of books, scientific articles, and national and international institutional documents. The findings indicate that AI should be understood not merely as a technological resource but as a sociotechnical phenomenon capable of transforming pedagogical practices and educational processes, requiring teacher education, AI literacy, ethical use policies, and methodologies that strengthen students' intellectual autonomy. It is concluded that the integration of AI into education should occur in a critical, ethical, transparent, and human-centered manner, preserving teacher mediation and promoting a responsible and inclusive digital culture.