Pedagogía digital: la inteligencia artificial en la educación superior

Abstract

The unrestrained advancement of digital technologies has required educational researchers to offer well-founded responses to the challenges posed by contemporary society. In this context, Digital Pedagogy emerges as a consistent framework for understanding and addressing the complex teaching and learning processes mediated by digital technologies, particularly within initial teacher education. This study analyzes Digital Pedagogy and the implications of Generative Artificial Intelligence for pedagogical mediation processes in higher education, problematizing its incorporation beyond technicist and instrumental approaches. Grounded in philosophical, pedagogical, and critical frameworks, the study understands Artificial Intelligence as a human, social, and historically situated production, whose integration into educational contexts redefines teaching, learning, and knowledge production without suppressing the centrality of human action. Methodologically, this is a qualitative, exploratory, and descriptive study, based on a narrative literature review with an analytical-interpretative orientation, drawing on studies published between 2017 and 2025 in the ERIC, SciELO, and CAPES Journals Portal databases. The results indicate that Digital Pedagogy constitutes a consistent theoretical-practical framework for critically integrating digital technologies and Artificial Intelligence into teacher education, fostering pedagogical practices guided by autonomy, ethics, and the emancipation of subjects. The relevance of pedagogical-digital competence frameworks is also highlighted as interfaces for formative diagnosis and guidance for initial and continuing teacher education policies. We conclude that Digital Pedagogy contributes to the enhancing higher education, enabling responses to the epistemological, ethical, and pedagogical challenges posed by contemporary digital society.