TEACHER EDUCATION, ARTIFICIAL INTELLIGENCE, EDUCATIONAL COMPLEXITY: EMPIRICAL EVIDENCE AND PEDAGOGICAL PERSPECTIVES

Abstract

Educational processes cannot be conceived as detached from the cultural contexts in which they are embedded, nor reduced to the mere transmission of disciplinary content; rather, they involve constructing complex perspectives that situate learners within their historical and cultural frameworks. Within this perspective, the contribution investigates contemporary educators’ awareness of such complexity. Drawing on the Shelleyan metaphor, the study problematizes the risk that teacher education remains anchored in a “Frankenstein complex”, where teachers act as mere fabricators of knowledge rather than accompanists of learning processes. The paper presents results from a study with Primary Education students, analysing their perceptions of AI use in education, and discusses the related training intervention