La enseñanza de la comunicación en tiempo de la inteligencia artificial: Reflexiones epistemológicas sobre un futuro incierto”

Abstract

The research examines how artificial intelligence (AI) is progressively and rapidly transforming the teaching of communication, as well as the effects these changes have on the ways knowledge is learned, taught, and constructed within higher education institutions. The study is based on the understanding that AI not only introduces new technological tools but also reshapes pedagogical dynamics, the traditional roles of teachers and students, and the very conception of the educational process in the field of communication. A qualitative approach was adopted for the development of the research, using focus groups as the primary data collection method. Through this methodology, perceptions, experiences, and reflections of university students and lecturers were gathered regarding the use of intelligent technological tools in the classroom. The findings indicate that AI significantly contributes to the personalization of leaming, optimizes the time devoted to academic tasks, and facilitates access to information and educational resources. However, the study also highlights emerging risks and tensions, such as increasing technological dependence, the potential reduction of spaces for critical reflection and analytical thinking, and the redefinition of the communicator's role in an environment mediated by automated systems. In this regard, the research argues that Al is revolutionizing pedagogical practices and calls for rethinking communication as an academic discipline. Finally, the study opens a fundamental debate on the boundaries between the human and the automated in teaching, encouraging critical reflection on the future of communication education.