Use of Artificial Intelligence in the Classroom: Between Innovation and Technological Dependence
DOI:
https://doi.org/10.63803/prisma.v2n2.22Keywords:
Artificial intelligence, Technological dependence, Educational innovation, Teacher training, Autonomous learningAbstract
The use of artificial intelligence (AI) in educational settings has experienced rapid expansion that, in many cases, outpaces the pedagogical reflection that should accompany it. This article aimed to analyze, through a systematic literature review following PRISMA 2020 guidelines, the use of AI in the classroom, considering its potential for educational innovation through the strengthening of teachers' technological competencies and the development of ethical awareness and judgment in students, as well as the risks associated with possible excessive technological dependence. Thirteen studies selected from indexed databases covering the period 2020–2025 were analyzed. The results identified five thematic axes: educational innovation, technological dependence, ethical implications, teacher training, and autonomous learning. The evidence shows that AI optimizes pedagogical processes when teacher mediation is present, but its unregulated use promotes cognitive delegation, weakens critical thinking, and generates an apparent autonomy in students. Furthermore, ethical tensions regarding authorship and plagiarism were identified, and the need for teacher training to transition toward critical and pedagogical competencies was highlighted. It is concluded that the sustainable integration of AI in education requires clear regulatory frameworks, intentional activity design, and process-centered assessment.
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