The 14th CIDUI Symposium analyses the role of teachers in the age of artificial intelligence

The meeting, jointly organised by Catalan public universities, including the UAB, brought together higher education professionals and experts to reflect on how the emergence of AI is redefining the way of teaching, learning and evaluating at university.

The day began with the opening conference by Manuel Area, lecturer in Didactics and Educational Research at the University of La Laguna, who offered a global vision of the emerging challenges in an educational context deeply impacted by artificial intelligence. Area highlighted that the growing presence of these technologies requires rethinking learning tasks and reformulating evaluation approaches to guarantee the quality and authenticity of learning. He also stressed that the main challenge for universities is to train professionals capable of using AI with criteria, ethics and creativity, placing critical thinking and ethical values ​​at the centre of educational experiences.

The symposium continued with the analytical debate “Between the classroom and the algorithm: didactic, ethical and institutional perspectives”, a space for debate in which different specialists offered complementary perspectives on the challenges and opportunities that AI poses in higher education. Throughout the day, participants reflected on the implications derived from the incorporation of artificial intelligence into educational practices.

In this context, José Luís Muñoz Moreno, vice-rector for Training and Teacher Innovation at the UAB, highlighted the importance of teachers in this technological transition, stating that "artificial intelligence challenges us to rethink teaching, but does not replace the educational function. It forces us to strengthen critical thinking and ethics, and to position teachers as key agents in supporting students in the responsible use of these technologies."

The participation of the UAB in this edition of the CIDUI was particularly relevant, both in the organisation and in the debate spaces. The day closed with the conviction that the teaching identity is immersed in a process of transformation and that only through dialogue, pedagogical research and collective action will it be possible to guide the future of higher education in the era of artificial intelligence. The CIDUI once again demonstrated its function as a relevant space for thinking about the present and future of university teaching.