Redefining pedagogical constructivism as a consequence of artificial intelligence
DOI:
https://doi.org/10.29352/mill0221e.41959Keywords:
pedagogical constructivism; artificial intelligence; personalisation; feedback; active learning; ethics of artificial intelligenceAbstract
Introduction: Artificial intelligence is reshaping pedagogical constructivism by altering roles, environments, and learning processes through generative technologies and intelligent tutoring systems.
Objective: To analyze how AI redefines constructivist principles and assess its academic and pedagogical impacts.
Methods: Literature review based on Piaget’s and Vygotsky’s theories and case studies of adaptive platforms, intelligent tutoring, and virtual reality environments.
Results: Improvements in mathematics, science, and language performance emerge from personalized learning paths and immediate feedback. Project-based learning and immersive environments support active knowledge construction.
Conclusion: Teacher training in digital and ethical competencies is crucial to develop hybrid ecosystems where technology enriches but does not replace human dialogue and scaffolding.
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