Educational platformization with Generative AI: Impacts on Teacher Autonomy
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Abstract
The accelerated growth of generative artificial intelligence (GAI) platforms in the educational field demands a critical analysis of their impact on teacher autonomy. This study aims to investigate how these technologies influence teachers’ pedagogical freedom and to propose strategies for their ethical, conscious, and strategically aligned use in contemporary educational practices. The research adopted a qualitative, exploratory approach, supported by an analytical framework developed and validated through a focus group with experts in digital technology-mediated education. The results show that although the platforms analyzed — Teachy, MagicSchool and PlanIt Teachers — offer innovative features for lesson planning, activities, and assessments, their uncritical use may compromise teachers’ creativity and professional independence. The findings reveal that relying on automatically generated responses from GAI tends to restrict pedagogical decision-making, subordinating teachers to algorithmic logic that is often biased, technical, and non-transparent. The discussion highlights the risk of diminishing teacher agency and emphasizes the need to develop Prompt Engineering as a key competency to maintain professional autonomy. The study concludes that mastering this skill allows teachers to consciously configure their interactions with platforms, enhancing their control over pedagogical processes. Thus, GAI can shift from being perceived as a threat to becoming an ally of critical, creative, innovative, and contextualized educational practices.
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