Ethical and Pedagogical Challenges of Artificial Intelligence in Higher Education: Towards a New Teaching Role

Durand-Azcárate L.A.; Cortez-Chavez C.V.; Borrego-Rosas C.E.; Palma-González F.R.; Leiva-Gómez L.E. · Encuentros (Maracaibo) (2026) · DOI: 10.5281/zenodo.18991499

Resumen

The purpose of this paper is to analyze the regulatory, ethical, and pedagogical challenges of Artificial Intelligence in Peru, emphasizing the growing need to introduce a new teaching role in line with the demands of the 21st century. It offers a critical perspective on Peruvian education, arguing that Artificial Intelligence, beyond its technical considerations, is a global phenomenon that has the power to redefine the course of education. Therefore, from an ethical perspective, it reflects on the urgency of building regulatory frameworks that protect local interests. At the pedagogical level, it is stated that education requires flexibility, without losing sight of the required humanistic approach. Finally, the role of teachers aims to build a figure of leadership, mentor, mediator, and curator of knowledge, but one that transcends these categorizations, becoming the guarantor of the permanence of the human approach in education. Finally, it is concluded that education should not be subordinate to technology, but rather should focus its efforts on how to use these tools to close historical social gaps, thus achieving emancipation.

Instituciones: Universidad Privada Antenor Orrego; Universidad San Ignacio de Loyola; Universidad Continental; Universidad Privada del Norte