Artificial Intelligence in Education

A Historical–Critical Analysis of a Contemporary Educational Problem

Artificial intelligence is rapidly reshaping education—but the most important questions it raises are not technical. They are educational.

Artificial Intelligence in Education: A Historical–Critical Analysis of a Contemporary Educational Problem offers a thoughtful, grounded examination of how AI is changing teaching, learning, assessment, and institutional responsibility. Rather than focusing on tools or predictions, this book asks deeper questions: What counts as learning when machines can generate text and images? Where does authorship lie in AI-assisted work? How should schools govern AI without panic, surveillance, or blind enthusiasm?

Written by an experienced educator in his twenty-fifth year of teaching, the book brings together historical analysis, classroom practice, and institutional governance. It traces how AI fits into longer educational debates about judgment, effort, authority, and responsibility, showing that many “new” problems are long-standing ones made more visible by technology.

Across twelve chapters, the book explores:

• how AI reshapes thinking, attention, and decision-making

• why prohibition and detection-based responses often fail

• how writing, prompting, and visual narratives change in AI-rich classrooms

• how educators can design tasks that support learning without delegating it

• how institutions and global bodies govern AI through law, policy, and norms

A central contribution of the book is the Calíope model, a practical framework for using AI as a learning companion rather than a substitute—especially in writing and assessment. This model helps educators preserve authorship and responsibility while engaging honestly with AI-supported learning.

The final chapters examine global approaches to AI governance in education, including international organizations, legal frameworks in Europe and Chile, and the role of awarding bodies such as the International Baccalaureate and Cambridge. The book concludes by arguing that education’s responsibility in an artificial society is not to keep pace with machines, but to reaffirm what must remain human.

Designed for educators, school leaders, policymakers, and thoughtful readers, this book does not offer quick fixes or technical manuals. Instead, it provides clarity, perspective, and practical orientation for anyone seeking to understand what truly matters when artificial intelligence enters educational life.