Teachers' Perceptions of Otherness in the Age of Artificial Intelligence

Identifier:  imarina:9463667

Handle: https://hdl.handle.net/20.500.11797/imarina9463667

Authors:  Flores, RAR; Vicari, RM; Galafassi, C; Rodríguez, MU

Abstract:
Recognizing the "other" in their uniqueness through otherness is crucial to establishing meaningful social bonds, especially in teaching. However, the subject-subject relationship is fragmented when its development is not prioritized. In parallel, the rise of Artificial Intelligence (AI), which emulates certain human capacities, drastically reshapes global dynamics. The aim of this study was to assess, from the paradigms of higher education teachers in Mexico City, how they recognize otherness and its possible existence in AI. The research followed a quantitative, descriptive, and cross-sectional approach, with a purposive sample of 88 teachers. An ad hoc instrument was applied, showing adequate internal consistency (alpha = 0.83). Results revealed that teachers conceptualize otherness as the recognition of heterogeneity and develop it inclusively. Regarding AI, they highlight its potential to enhance human capabilities, although most are not trained in its use. They consider it a social duty to use AI ethically and responsibly but do not attribute otherness to it due to its lack of emotions, self-motivation, and consciousness. The conclusion is that teachers need multidimensional literacy on AI. This technology blurs boundaries and redefines roles between the subject (humanism) and the object (materialism). From the perspective of posthuman nomadism, otherness may be understood in the future-with the development of General or Super AI-as organic, artificial, or hybrid.