Artificial Intelligence in Education: A Critical Analysis of Contemporary Positions

Abstract

This study critically analyzes contemporary perspectives on the use of artificial intelligence in education, aiming to examine both the arguments that support its integration into educational processes and those that warn about its pedagogical, ethical, and cognitive implications. The research was conducted under a qualitative documentary approach based on the review and comparative analysis of scientific literature, including academic articles, institutional reports, and specialized publications. The thematic review identified two main lines of discussion: on the one hand, perspectives that highlight the transformative potential of artificial intelligence to personalize learning, optimize educational management, and diversify pedagogical strategies; and on the other hand, critical viewpoints that emphasize risks related to academic integrity, data privacy, algorithmic bias, and potential technological dependence. The analysis shows that artificial intelligence is not merely a technical tool but a socio-technological phenomenon that reshapes teaching, assessment, and knowledge production processes. The study concludes that the integration of artificial intelligence in education can be beneficial when guided by solid pedagogical criteria, teacher training, and ethical frameworks that ensure a responsible and critical use of these technologies.