Vol. 72 No. 2 (2026): Ethics and regulation of artificial intelligence
Articles

Artificial intelligence in education: Cognitive limits, ethical risks, the essential teacher role and ethical considerations

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  • Gonzalo Hernán Cáceres Herrera
Gonzalo Hernán Cáceres Herrera
Bio

Published 2026-07-06

Keywords

  • Generative artificial intelligence,
  • language models,
  • critical thinking,
  • Higher education,
  • Teacher role,
  • Pedagogical ethics.
    • ...More
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Copyright (c) 2026 AULA Revista de Humanidades y Ciencias Sociales

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How to Cite

Cáceres Herrera , G. H. (2026). Artificial intelligence in education: Cognitive limits, ethical risks, the essential teacher role and ethical considerations. AULA Revista De Humanidades Y Ciencias Sociales, 72(2). https://doi.org/10.33413/aulahcs.2026.72i2.483

Abstract

Generative artificial intelligence (AI) models, particularly large language models (LLMs), have transformed education through automated content generation, personalized tutoring, and assisted assessment. However, these systems operate via statistical correlations lacking semantic understanding, causal reasoning, or experiential grounding, posing risks such as systematic disinformation, cognitive dependency, and critical thinking erosion.

This reflective article examines the evolution from symbolic artificial intelligence to connectionist paradigms, analyzes technical limitations in educational contexts, and challenges myths driven by technological enthusiasm. It evaluates impacts on human learning, including loss of autonomy, bias amplification, and metacognitive decline, while emphasizing the teacher’s essential role as a critical mediator. Based on the author's practical experience and specialized literature, it proposes ethical principles for responsible integration aligned with regulatory frameworks such as the European Union Artificial Intelligence Act. It concludes that artificial intelligence enhances education only when subordinated to pedagogically informed human supervision, preserving the reflective dimension of learning.

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References

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