Summary

This article is a critically reflective theoretical essay that discusses the possibilities and contradictions of Artificial Intelligence (AI), with an emphasis on large language models and generative systems in the fields of education and research. Drawing on arguments developed in public debate and in dialogue with recent documents on competencies, use and regulation, we organize a thematic reading along four axes: (i) conceptual disputes and the re-centring of AI in public debate; (ii) educational and scientific uses and their epistemic limits; (iii) tensions surrounding authorship, plagiarism and technological dependence; and (iv) biases, disinformation and regulatory challenges. We argue that accelerated adoption associated with limited institutional guidance tends to weaken human agency if there are no pedagogical mediation, governance and critical education. Finally, we propose recommendations for institutional policies and didactic-evaluative practices that promote AI literacy, academic integrity and digital sovereignty.

Keywords:Artificial intelligence; Education; Research; AI literacy; Ethics and regulation