Chapter 2: Redefining Artificial Intelligence as a mechanism for accessing knowledge through non-coercive processes

At present, the incorporation of digital technologies and, in particular, tools based on Artificial Intelligence (AI) has transformed teaching and learning processes, generating both opportunities and concerns within the educational field. The objective of this study is to identify the impact of using digital tools among upper-secondary and higher-education students, with an emphasis on promoting reflective, mindful, and ethical use. The methodology adopted consisted of an exploratory and documentary analysis of experiences, resources, and approaches that demonstrate the scope of AI in training processes and in teaching practice. Among the most relevant findings, it is observed that these tools enhance the development of skills in information retrieval and analysis, foster critical interpretation, and broaden the possibilities for interaction with knowledge, provided they are employed responsibly. It is concluded that AI, far from constituting a threat to the teaching profession, should be understood as a support resource whose integration requires continuous training and an ethical orientation, with a view to strengthening human qualities and the generation of authentic knowledge.