Abstract:

In the current times we live in, we find ourselves in a situation where technology is advancing at a very rapid pace and directly transforming multiple areas of everyday life, such as education. This technological development is not only giving rise to new tools, but is also causing profound changes in the way we teach and learn. Among these innovations, artificial intelligence (AI) is positioned as one of the tools with the greatest capacity to reconfigure educational processes, specifically in the field of history teaching. Historically, history teaching had been based on rote learning of dates, events, figures, etc. However, this idea is gradually being replaced by other more active and meaningful approaches, such as the role that AI could play in generating more active, personalized, and accessible learning experiences, resulting in learning that is tailored to the needs, tastes, and interests of the student. It is important to reaffirm its relevance, as it not only becomes a resource that facilitates learning due to its multiple possibilities, but also goes a step further by contributing to the development of methodologies that provide good solutions to the educational, administrative, and organizational processes of the school structure itself. This research examines the impact that artificial intelligence has had in recent years on the academic field, on knowledge formation, and on school management. To this end, an exhaustive review of the existing literature is carried out, i.e., studies, essays, scientific analyses, theses, and other academic documents that allow us to understand the evolution of the subject. The methodology adopted is bibliographic and documentary in nature and focuses on the impact of the trends, advances, and difficulties that AI generates in the learning environment, as it has become an irrefutable fact today. The role of the teacher is central to this transformation process. Educators must integrate these technologies into their practice, choose appropriate tools, and design teaching strategies that balance the capabilities of artificial intelligence with the human dimension of learning. In this way, artificial intelligence does not replace the work of teachers, but rather serves as a support to enrich existing methodologies and facilitate the adaptation of learning to the needs of students. The inclusion of technological programs that use AI in educational centers and universities is enabling pedagogical schemes focused on appropriate decision-making, the analysis of educational data, and the improvement of institutional management understood as the application of technology with a view to modernizing academic processes and responding to a digitalized society that demands increasingly new skills and a critical interpretation of the world. In conclusion, the introduction of artificial intelligence into history teaching represents a significant change that brings educational opportunities as well as challenges related to teacher training, ethics, infrastructure, and equal access to education. This research offers a means of understanding this phenomenon in its broadest and most informed sense, with the aim of guiding more up-to-date, contextualized, and effective educational practices. Only in this way can the potential of AI be harnessed, and its value as a resource for transforming history teaching and helping to educate citizens who are more critical, and engaged with reality.

Keywords:

Artificial intelligence, History teaching, Educational innovation, Digital technologies, Personalized learning.