THE USE OF ARTIFICIAL INTELLIGENCE IN THE EDUCATIONAL CONTEXT: RISKS, ETHICS, AND POTENTIAL

Abstract

The transformations brought about by digital technologies in the educational field have significantly altered the ways of teaching and learning, expanding pedagogical possibilities and intensifying the debate on the use of Artificial Intelligence (AI) in educational institutions. Given this scenario, this article aimed to investigate the use of AI in the educational context, considering its potential, risks, and ethical dimensions. To this end, bibliographic research was adopted as the methodological procedure, understood as that which is based on the collection, analysis, and interpretation of previously published scientific productions, according to Santana and Narciso (2025). The analysis technique used was based on the careful reading of the materials, the organization of information according to the proposed objectives, and the interpretative construction of the selected theoretical data. The results indicated that AI supported teaching practice, favored the personalization of teaching, dynamized didactic strategies, and expanded the possibilities of monitoring student performance. However, risks related to the inappropriate use of data, the reliability of information, and ethical implications in the school environment were also evident. It was also found that the integration of AI requires ongoing teacher training, the definition of institutional guidelines, and constant attention to data protection and the preservation of student autonomy. It was concluded that the integration of AI into education is not limited to the technical mastery of resources, but demands critical thinking, ethical responsibility, and alignment with the formative goals of education.