{"id":30734,"date":"2025-02-03T09:00:00","date_gmt":"2025-02-03T08:00:00","guid":{"rendered":"https:\/\/pv-fundacionbankinter-webcorporativa-dev.servidortemporal.net\/noticias\/will-generative-ai-be-the-revolution-in-education-systems\/"},"modified":"2025-12-19T08:30:14","modified_gmt":"2025-12-19T07:30:14","slug":"will-generative-ai-be-the-revolution-in-education-systems","status":"publish","type":"noticias","link":"https:\/\/pv-fundacionbankinter-webcorporativa-dev.servidortemporal.net\/en\/news\/will-generative-ai-be-the-revolution-in-education-systems\/","title":{"rendered":"Will generative AI be the revolution in education systems?"},"content":{"rendered":"\n

Generative artificial intelligence (AI), capable of creating text, images, music and even finding solutions to complex problems, has direct applications in the field of education<\/strong>. According to UNICEF,<\/a> this technology has the potential to revolutionize learning, personalize the educational experience, automate administrative tasks, and foster data-driven decisions<\/a>. However, along with their promises, there are also ethical concerns and challenges that require urgent attention. <\/p>\n\n

First, the constant use of AI tools<\/strong> could lead to a reduction in essential cognitive abilities, such as writing and problem-solving, because text generators, by simplifying complex processes, decrease the effort needed to build strong arguments or develop original ideas. Similar to the decline in navigation skills caused by GPS, AI could modify the perception of time and expectations, leading people to avoid situations that require patience or prolonged effort. <\/p>\n\n

For this reason, skills such as critical thinking, the ability to verify information, <\/strong>and understanding how algorithmic models work become essential. In addition, prolonged exposure to AI-generated<\/a> content can lead to a decline in divergent thinking, limiting the ability to come up with creative and innovative solutions, as technology tends to reproduce already established patterns, resulting in a phenomenon known as fixation on design. <\/p>\n\n

On the other hand, AI-mediated learning and interactions also carry the risk of a loss of interpersonal skills<\/strong>, since the use of virtual assistants as emotional support can foster a dependence on simulated relationships, impoverishing social skills<\/a>. Likewise, the speed with which artificial intelligence processes and delivers information can generate cognitive overload and overstimulation, making it difficult to concentrate and causing mental fatigue, a problem aggravated by the immediacy characteristic of digital technologies. <\/p>\n\n

Finally, inequalities in access to artificial intelligence <\/strong>represent a significant risk, given that these advanced tools could remain within the exclusive reach of those with greater resources, widening the gap between privileged and disadvantaged contexts, underscoring the need to ensure an equitable distribution of the opportunities offered by technology. <\/p>\n\n

A revolution that must be managed<\/strong> <\/h2>\n\n

Despite all these risks, it is undeniable that AI<\/a> offers an innovative perspective, potentially capable of triggering a real revolution in education systems, opening <\/strong>the way to personalization, adapting to the different cognitive styles of students. For reflective students, it offers complex question systems, detailed feedback, and in-depth explanations; for the active, it develops simulations and educational games that provide practical experiences; and for interpersonal children, who learn best through social interactions, it facilitates virtual communities that moderate discussions, propose group activities and encourage role plays. <\/p>\n\n

In this sense, AI not only improves technical skills, but, although used, it can also contribute to the development of socio-emotional skills<\/strong>. In fact, some platforms analyze facial expressions and tones of voice to deduce a person’s emotional state, helping them prepare for public speeches or complex interactions. Virtual simulations and role-playing games can also be used to create safe environments where they can learn to negotiate, resolve conflicts and develop empathy. <\/p>\n\n

One of the biggest challenges in translating this positive potential into real effects is ensuring that teachers are prepared to integrate AI into their classrooms<\/strong>. According to the <\/a>European Digital Education Hub<\/a> (2023), which has developed seven reports on the role of artificial intelligence in education, educators must develop three levels of AI-related competencies: <\/p>\n\n