REDEFINING PEDAGOGICAL CONSTRUCTIVISM AS A CONSEQUENCE OF ARTIFICIAL INTELLIGENCE; [REDEFININDO O CONSTRUTIVISMO PEDAGÓGICO COMO CONSEQUÊNCIA DA INTELIGÊNCIA ARTIFICIAL]

Alcazar-Gonzales J. · Millenium: Journal of Education, Technologies, and Health (2026) · DOI: 10.29352/mill0221e.41959

Resumen

Introduction: Artificial intelligence is reshaping pedagogical constructivism by altering roles, environments, and learning processes through generative technologies and intelligent tutoring systems. Objective: To analyze how AI redefines constructivist principles and assess its academic and pedagogical impacts. Methods: Literature review based on Piaget’s and Vygotsky’s theories and case studies of adaptive platforms, intelligent tutoring, and virtual reality environments. Results: Improvements in mathematics, science, and language performance emerge from personalized learning paths and immediate feedback. Project-based learning and immersive environments support active knowledge construction. Conclusion: Teacher training in digital and ethical competencies is crucial to develop hybrid ecosystems where technology enriches but does not replace human dialogue and scaffolding.

Instituciones: Universidad Católica de Santa María