EDUCATIONAL TECHNOLOGIES AND ARTIFICIAL INTELLIGENCE IN BASIC EDUCATION: IMPACTS, CHALLENGES, AND POTENTIALITIES

Abstract

Considering the growing centrality of educational technologies and artificial intelligence in basic education, this study investigated how these resources have been described in terms of their impacts, challenges, and potentialities. The objective was to critically examine the contributions of these instruments to teaching and learning processes, as well as their pedagogical, ethical, and structural implications. To this end, an integrative literature review was conducted between November and December 2025, using national and international institutional databases. The findings indicate that technologies and artificial intelligence can support the personalization of instruction, enhance pedagogical mediation, and strengthen inclusive practices when employed with formative intentionality. Conversely, challenges emerge regarding algorithmic bias, data governance, teacher training, and unequal access, all of which shape the effectiveness of their implementation. The evidence gathered suggests that the integration of these resources requires critical, ethical, and context-sensitive approaches, guided by sustainable public policies and professional development processes that ensure educational equity and quality.