Reconfiguration of the Chemistry Classroom from the Techno-educational Agora: Systemic Diagnosis of Ethical Tensions in the Face of AI
DOI:
https://doi.org/10.24054/cie.v2i23.4582Keywords:
generative artificial intelligence, complex thinking, epistemic agency, chemical education, digital ethicsAbstract
This article presents the results of the first phase of a research project focused on the disruption caused by generative artificial intelligence (GAI) in the chemistry classroom, understood as a complex system in a state of critical bifurcation. The study was conducted in two public schools in Bogotá and analyzes the ethical, cognitive, and equity tensions that emerge in the relationship between students, teachers, and algorithmic technologies. The theoretical framework integrates complex thinking, transdisciplinarity, AI ethics, and body-subject phenomenology. The research implements a methodological ecology that articulates Participatory Action Research and Design-Based Research, incorporating the perspectives of 100 high school students and their teachers. The findings reveal a crisis of pedagogical meaning, reflected in the fact that 93.7% of students demand innovative practices; and an ethical-cognitive crisis, expressed in the discrepancy between students' critical self-perception and teachers' assessment of their analytical abilities. and a digital equity crisis, given that only 25% have constant connectivity. Furthermore, neuroeducational evidence on cognitive debt associated with the uncritical use of AI is integrated. The study concludes by proposing the construction of a Techno-educational Agora aimed at strengthening epistemic agency, critical autonomy, and the formation of global citizenship in uncertain digital contexts.
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