Artificial Intelligence: An Alternative for Pedagogical Innovation in Teaching

Abstract

Artificial intelligence (AI) is advancing rapidly, and its incorporation into teaching–learning processes in higher education has sparked debate over its effects on educational innovation and the transformation of teaching practices. Various perspectives argue that AI can support knowledge construction by fostering group integration, informed inquiry, collaboration, and the development of reflective and critical thinking, with implications for life and work competencies. However, its adoption without deliberate pedagogical guidance may reproduce traditional instructional models through an instrumental use of technology, raise ethical dilemmas related to data governance, and widen social inequality gaps. This essay proposes an approach to AI adoption that centers on its use as a tool to strengthen critical thinking. In doing so, it seeks to contribute to educational quality, the development of competencies for innovative projects, and professional performance aligned with standards for working life, social development, and the reduction of inequality.