PEDAGOGY AND TEACHING IN EMERGENCY CONTEXTS IN THE AGE OF ARTIFICIAL INTELLIGENCE: TOWARDS A HUMAN-CENTRED FRAMEWORK FOR EDUCATIONAL CONTINUITY, INCLUSION AND RESILIENCE

Abstract

Natural, health, armed conflict, and socioeconomic crises disrupt educational continuity and exacerbate inequalities, requiring resilient educational systems. This paper critically reviews Education in Emergencies (EiE) and develops a theoretical-operational framework linking it with Artificial Intelligence (AI). Based exclusively on peer-reviewed literature, it integrates four research areas: EiE, resilience, trauma-informed education, and Artificial Intelligence in Education. The review shows that effective crisis education depends on safety, accessibility, flexibility, predictability, participation, and socio-emotional support. AI can strengthen these dimensions through early warning systems, adaptive tutoring, accessible content generation, multilingual translation, and decision support, but also entails risks such as bias, surveillance, opacity, digital exclusion, and excessive automation. The SAFE-AI-Edu framework is proposed to guide ethical, human-centred AI adoption, ensuring human oversight, proportional data use, accountability, inclusion, and resilience