ADOLESCENT LEARNING IN THE AGE OF ARTIFICIAL INTELLIGENCE: PRACTICES, TENSIONS, AND POTENTIALITIES IN THE CONTEMPORARY SCHOOL

Abstract

This chapter analyzes how adolescent learning has been impacted by the expansion of artificial intelligence and the increasing digitalization of sociocultural practices. It is a qualitative study, based on a narrative literature review, that investigates how young people construct knowledge in hybrid ecologies composed of digital platforms, social networks, automated systems, and school environments. The objective is to identify cognitive, social, and affective transformations produced by AI in learning processes, highlighting tensions and potentialities for educational practice. The methodology involved the selection, reading, and systematization of studies on educational technology, digital literacies, youth culture, and algorithmic mediation. The results indicate that AI expands possibilities for creation, experimentation, and personalization, but also introduces risks of superficiality, technological dependence, and reduced critical thinking. It is concluded that the education of adolescents in the digital age requires ethical, intentional, and critical pedagogical practices capable of articulating autonomy, authorship, and awareness of the functioning of algorithmic systems. This chapter highlights the need for a pedagogy that integrates technology and reflection, recognizing AI as a structuring element of contemporary learning ecologies.

DOI: https://doi.org/10.56238/edimpacto2025.092-059