Artificial Intelligence In The Classroom: Navigating Fascination, Paradoxes, And The Imperatives Of Pedagogical Accountability
Auteurs : Benaicha Djalaleddine . Belghouar Sarra .
Résumé
The introduction of Artificial Intelligence into the educational sphere is profoundly transforming our teaching and learning practices, reshaping the relationships between teachers, learners, and knowledge itself. While institutional discourses often portray AI as a means to enhance personalization, inclusion, and efficiency, its integration brings to light significant paradoxes: the standardization of learning pathways under the guise of differentiation, the increasing delegation of pedagogical decisions to algorithms, and an overemphasis on performance that can overshadow reflective, relational, and creative dimensions of learning. In this article, we examine these tensions through a comparative analysis of human-produced texts and AI-generated outputs. Our findings reveal that, although algorithmic texts are typically well-structured, coherent, and efficient, they frequently lack subjectivity, relational sensitivity, and imaginative insight, whereas human productions foreground experience, interpretation, and affective guidance. These observations lead us to advocate for an augmented pedagogy in which AI functions as a complementary tool, supporting but never substituting the nuanced and context-sensitive work of educators. We contend that fostering algorithmic literacy, critical reflection, and ethical awareness is essential for enabling a thoughtful coexistence between human and Artificial Intelligence in our classrooms, ultimately ensuring that technological advancement serves the richness and humanity of educational practice rather than diminishes it.
Mots clés
Artificial Intelligence ; Education ; Augmented pedagogy ; Algorithmic literacy ; Human mediation
