Going beyond the algorithm: Ethics and humanism in the use of artificial intelligence in teaching

Abstract

The incorporation of artificial intelligence (AI) into education poses challenges that go beyond the technical: it touches the very heart of teaching practice. This essay proposes a critical reflection on the ethical implications of integrating AI into the classroom, emphasizing three key aspects: the potential dehumanization of the pedagogical relationship, the risks associated with algorithmic biases and inequity, and the urgent need for teacher training that combines digital skills with ethical thinking. Through a reflective and argumentative approach, it highlights that the real challenge is not only how to use AI, but how to do so without abandoning the fundamental values ​​of education. Rather than adopting these tools passively or uncritically, teachers must take an active role, ensuring that technology is always at the service of teaching with a human, fair, and empathetic meaning. Because education is not only about transferring knowledge, but also about accompanying people in their learning process.