EDUCATION IN THE ERA OF ARTIFICIAL INTELLIGENCE: BETWEEN INNOVATION AND THE DEHUMANIZATION OF EDUCATION

Abstract

This article critically examines the impacts of artificial intelligence and digital technologies on education, balancing their promises with their risks. Although AI offers benefits such as personalized teaching and expanded access, its indiscriminate use has serious consequences: erosion of pedagogical relationships, loss of educational autonomy to technological corporations, reinforcement of inequalities through algorithmic biases, and damage to the mental health of students and teachers. Analyzing concrete cases of technological failures and resistance organized by educators, the text demonstrates how the replacement of human processes by algorithms compromises educational quality. As an alternative, a model of critical integration of technology is proposed, where digital tools serve as a complement - not a substitute - for teacher mediation. Inspiring experiences in hybrid pedagogies, slow tech, and media literacy show ways to use AI without dehumanizing teaching. The article concludes with a call for balance: technology should be a tool at the service of emancipatory pedagogical projects, never an end in itself. To achieve this, strict regulations, critical teacher training and democratic participation in technological development are essential. The final reflections question who controls these tools and how to preserve cultural diversity and critical thinking in increasingly algorithmic environments.