Artificial Intelligence in Education – Pedagogical Reflections

Abstract

This theoretical framework represents an author’s reflective approach, characterized by a predominant focus on descriptive, analytical, and prognostic elements. It aims to introduce artificial intelligence virtual assistants, and explore their potential in the educational context of preschool children, students and university students within the pedagogical scientific community. The paper is a theoretical analysis encompassing the understandings of virtual assistants, their evolution, pedagogical potential and pertinent reservations related to their application in education. Additionally, a concise questionnaire is administered to Bulgarian students and professors, gauging their attitudes towards the use of artificial intelligence in university didactics. Importantly, it is imperative to emphasize that this investigation does not challenge traditional pedagogical approaches; rather, it serves to complement and enrich the existing theoretical and practical knowledge base. Such enrichment becomes essential in response to the shifting dynamics of societies in the post-digital era, alongside the distinctive characteristics of the contemporary learning generations. As society progresses towards an increasingly digital future, the transformation of education into a more digital-oriented landscape becomes an inevitable necessity.