EDUCATIONAL DIALECTICS: INTEGRATION OF ARTIFICIAL INTELLIGENCE IN UNIVERSITIES FROM A COMPREHENSIVE HOLISTIC VISION

Abstract

The logic of the structural process of knowledge anchored in educational training in technological careers centers on epistemological arguments that focus on the synergistic relationship between modernity and the evolution of the world. Based on this context, there is a need to highlight the impact of artificial intelligence on education, the importance of adapting people to the use of emerging technological tools, and the need to promote ethical conduct in the use of ICTs, focusing on dialectics from a comprehensive holistic perspective. The purpose of evaluating the perceptions of different actors, including teachers, students, and administrative staff, regarding the integration of artificial intelligence within training activities in short-term careers and its impact as an extension of skills in the research process, is a prospective idea aimed at holistically generating an approach that progressively tolerates the perspective of variations within the university environment. The main idea is to maintain a consistent andragogical process of updating, capable of evolving in parallel with the constant changes in the environment as a complementary benefit to the knowledge provided during academic periods.