Ethical-pedagogical model for higher education in the age of artificial intelligence
DOI:
https://doi.org/10.37354/Keywords:
artificial intelligence, ethics, higher education, Christian worldview, digital literacy, moral responsibilityAbstract
Artificial Intelligence (AI) has rapidly transformed higher education, reshaping teaching, learning, and academic management processes. Beyond its technical impact, AI raises ethical, epistemological, and spiritual questions that challenge the formative mission of universities. This theoretical-reflective essay, grounded in a critical narrative review of recent literature (2023–2025), examines the relationship between technological innovation, ethical formation, and Christian worldview within the Ibero-American context. Drawing on empirical studies about perceptions, attitudes, and challenges related to AI use in university settings, it argues that digital literacy must integrate moral discernment, technical competence, and spiritual sensitivity. The paper proposes an integral ethical-pedagogical model composed of three pillars: technological prudence, character formation, and digital justice. This model offers a practical guide for curriculum design, teaching practices, and institutional policies, aiming to articulate technology, faith, and education as foundations for a more humane and transformative university.
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References
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