ARTIFICIAL INTELLIGENCE AND ACTIVE LEARNING: PEDAGOGICAL PRACTICES IN DIGITAL CULTURE

Abstract

Artificial Intelligence (AI) has significantly transformed contemporary educational practices, requiring reflection on its impacts on teaching and learning processes. In this context, this article aims to discuss AI contributions to active learning within digital culture, analyzing its potential, challenges, and pedagogical implications. This qualitative study adopts a bibliographic and theoretical-reflective approach, based on authors who discuss active methodologies, digital culture, artificial intelligence, and pedagogical mediation. The findings indicate that AI can contribute to personalized learning pathways, increase student participation, and foster more dynamic and interactive educational practices. However, its educational potential depends on pedagogical intentionality, teacher mediation, and the development of critical thinking. It is concluded that integrating AI into active methodologies should not be understood as a replacement for teachers but as an opportunity to enhance learning experiences, strengthening student autonomy and meaningful knowledge construction.