La Incorporación de la Inteligencia Artificial en la Educación: Tensiones y Propuesta de un Marco Orientador

Abstract

This essay addresses the insertion of artificial intelligence (AI) in education from a standpoint where the critical, the ethical, and the pedagogical intersect. It examines—not without a certain caution—the gap between a quickening academic interest and an institutional adoption that remains restricted: in the Ibero-American sphere, this adoption stands at roughly 38%. From that initial finding, five major tensions arise. First comes the uncertainty prompted by the scarcity of defined guidelines; next, the danger that the digital divide, far from closing, may widen even further; then the call for teacher education firmly grounded in critical thinking; likewise, a capacity for personalized learning whose potential is still far from being fully tapped; and lastly, the debate over how much automation pedagogical relationships can bear without losing their essence. To address these tensions, a guiding framework with four dimensions is put forward—ethics and governance, pedagogical-curricular dimension, teachers’ professional development, and infrastructure and equity—with critical thinking serving as the axis that binds them together. Thus, the incorporation of AI into education does not appear as an unavoidable path, but rather as a social construction that calls for collective deliberation, sustained investment, and an unequivocal commitment to equity.