“REAL FEELING”: EXPLORING THE EDUCATIONAL RELATIONSHIP IN THE ERA OF ARTIFICIAL INTELLIGENCE

Abstract

This article aims to explore the growing use of artificial intelligence (AI) in the educational landscape, seeking to understand the value it can take on and the potential contribution it can make in this context, which represents one of the primary environments where the relationship is established.

The objective of this study is to show the potentials and limitations of artificial intelligence in the context of educational relationships and teaching, through experimental research conducted with a sample of primary and secondary school teachers. Evidence suggests that the necessity of maintaining the human aspect for the emotional dimension underlying the educational relationship, as artificial intelligence. Specifically, the “Hugging Chat” and “Chat GPT-3” softwares have shown clear limitations in understanding emotions. However, they have demonstrated to be a valuable support in educational design, where they serve as facilitators by aiding and simplifying the organizational work of the teacher.