THE NEW DILEMMAS OF SCHOOLS IN THE AGE OF ARTIFICIAL INTELLIGENCE

Abstract

The article analyzes the impacts of Artificial Intelligence (AI) on contemporary education, highlighting both its potential and the ethical and pedagogical dilemmas arising from its application. Digital transformation is presented as a structural process that redefines educational organization, school management, and teaching practices by integrating technologies such as data analysis, automation, and intelligent tutoring systems. The study aims to understand how AI can contribute to personalized learning and improve educational quality without compromising fundamental human and pedagogical values. Methodologically, the research is based on a bibliographic review, drawing from scientific articles, UNESCO and OECD reports, and specialized publications that discuss the relationships between AI, ethics, and learning. The theoretical framework is grounded in authors such as Christensen (1997), Melo (2019), Porayska-Pomsta et al. (2024), and Bulut et al. (2024), who explore disruptive innovations, digital transformations, and the ethical implications of using AI in educational contexts.The results indicate that AI enhances personalized learning and administrative efficiency but faces barriers such as unequal access, lack of teacher training, and risks related to privacy breaches and algorithmic bias. The analysis emphasizes that the successful integration of AI depends on strong public policies, teacher training, and regulatory frameworks that ensure transparency and fairness.It concludes that AI represents an opportunity for educational transformation, provided it is used ethically, inclusively, and guided by pedagogical values. The combination of technological innovation, human development, and consistent educational policies is seen as essential for achieving more equitable education aligned with the demands of the 21st century.