TEACHING IN THE AGE OF ARTIFICIAL INTELLIGENCE: BETWEEN PARADIGM SHIFT AND THE “FRANKENSTEIN COMPLEX” IN EDUCATIONAL PRACTICES. A CRITICAL PEDAGOGICAL INQUIRY

Abstract

This study presents a systematic bibliographic review (2015–2025) on the  integration of Artificial Intelligence in education, focusing on teachers’ pedagogical practices  and professional agency. Framed within a Kuhnian paradigm shift, AI is interpreted as a transformative  rupture in educational epistemologies, while teachers’ resistance is read through the “Frankenstein complex”, as a tension between control and delegation to technological

 systems. Within this framework, the study aims to: (A) identify pedagogical uses of AI, outlining benefits and risks; (B) analyze current tools available for teachers, evaluating their affordances and limits; (C) explore ethical challenges, including data privacy, equity  and algorithmic bias. By systematically mapping these dimensions, the study contributes to  developing reflective and professionally grounded approaches to AI adoption in education