The pedagogy of questioning and artificial intelligence: Transforming education in the digital age

Abstract

This article presents the results of an institutional research project developed during 2024-2025, which aimed to explore the intersection between the Pedagogy of Questioning and Artificial Intelligence (AI) as a strategy to transform teaching-learning processes in the digital era. A mixed methodology was adopted, including specialized bibliographic review, semi-structured interviews with teachers and AI specialists, surveys of teachers, students and graduates, and analysis of pedagogical narratives. The findings show that, although the use of factual questions predominates, there is a growing interest and willingness among teachers to design more dialogical didactic sequences supported by AI to enhance critical thinking and personalized learning. Students and graduates expressed a positive assessment of digital tools that support their questions, provide immediate feedback and promote autonomy. The results constitute concrete inputs for institutional improvement plans, especially in pedagogical innovation and teacher training, and are aligned with jurisdictional policies that promote innovation, quality and ethical and critical use of technologies.