The authors of this article are motivated to analyze how generative artificial intelligence technologies, such as ChatGPT, can transform teaching and learning, offering a deep insight into the opportunities and challenges faced by educational institutions.
The use of large language models has opened up new possibilities but also raises ethical and pedagogical issues that require attention.
This study is based on a systematic review that covers both emerging tools and recent scientific production on generative AI in education. Its aim is to provide a balanced analysis, steering clear of extreme positions, on the potential and limitations of these technologies.
In this regard, it is important to understand the capabilities of AI, while also recognizing its limitations, such as the lack of reasoning or deep comprehension. Many of the problems associated with AI in educational contexts are not new, but the power of these tools makes it urgent to address them.
The article emphasizes the need for a swift response from educators and educational leaders. Education must adapt to this new reality, not only at a technical level but also in terms of critical and ethical training, empowering both students and teachers to use these tools effectively in teaching and learning.
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How to cite: García Peñalvo, F. J., Llorens-Largo, F., & Vidal, J. (2024). The new reality of education in the face of advances in generative artificial intelligence. [La nueva realidad de la educación ante los avances de la inteligencia artificial generativa]. RIED-Revista Iberoamericana de Educación a Distancia, 27(1), 9-39. https://doi.org/10.5944/ried.27.1.37716
