Artificial intelligence does not replace teachers, but to challenge them to reconnect with what makes us essentially human: our ability to create links and teach from empathy. From that premise, María Eugenia Cossinireference in educational innovation and founder of the Austin Eco Bilingual School and Glia Foundationhe maintains: “The school that refuses to dialogue with the Ia It runs the risk of becoming irrelevant. Students are already immersed in environments where technology is part of their daily lives. Our task is to help them critically think these environments, to understand how algorithms work and how to protect their digital identity. ”
According to the specialist, both the school and the role of the teacher requires accompanying the processes of thought, designing significant experiences and helping students discover their purpose in a world that changes vertiginously. “The evaluation also needs an urgent transformation. We cannot continue measuring with 21st century students of the 21st century. AI offers us tools to customize learning and generate more authentic evidence than each student can do, think and improve,” said the professional.
In times of algorithms, the development of empathy, active listening and teamwork cannot be relegated. For many education professionals, well -understood and integrated, it can be a powerful ally to avoid education, but this requires ethical decisions and a solid pedagogical look. That look goes beyond adapting to technology, but would complement the teacher’s educational project.
“Teachers should not feel alone in this transformation. Institutions must assume the responsibility of accompanying, training and generating collaborative environments. Changing school is a collective task, which requires distributed leadership and courage to challenge old structures,” said Cossini, founder of a school and specialist in pedagogical innovation. Author of several books related to well -being and technology, where she proposes concrete tools to create “happy classrooms” and use immersive technologies, the consultant maintains: “The role of the teacher can no longer be to transmit information. That is done by any search engine in seconds. Today, teaching implies accompanying thought processes, designing significant experiences and helping students discover their purpose in a world that changes vertiginously.”
With the existence of chatgpt, predictive algorithms and platforms that learn alone, the school faces a key dilemma: resist or transform. The greatest change that must assume, in that aspect, is not technological, but cultural. From his experience advising educational institutions in Latin America, Cossini proposes a disruptive idea: “Prototipar the school.” What does it mean? “Stop thinking about perfect changes and start trying, adjusting, creating culture of thought. Because innovating is not just applying technology, it is to change the way we interact with knowledge and others.”
But not everything is digital. “Emotional and social education is not a complement: it is the heart of the school we need. In times of algorithms, the development of empathy, self -regulation, active listening and teamwork cannot be relegated. They are essential competences for life,” suggested the specialist and, in that sense, stressed that change cannot fall only on teachers: “Institutions must assume the responsibility of accompanying and generating Collaborative environments.
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