Expanded pedagogical mediation: generative artificial intelligence outside the classroom

Abstract

Generative artificial intelligence began to be used in teaching activities outside the classroom, but the literature on these uses was exploratory and did not link them to pedagogical mediation. The objective of the review was to analyze how the incorporation of generative artificial intelligence into teaching activities developed outside the classroom was presented in the literature, and which implications emerged for pedagogical mediation and the role of teachers in planning and educational design processes. A narrative review was conducted through targeted searches, in Spanish and English, in open-access sources, including peer-reviewed articles, academic books, and reports from international organizations. The analysis was organized into three axes: pedagogical mediation as a sociotechnical space, the out-of-class use of generative artificial intelligence, and the redefinition of the teaching role. The review made it possible to suggest that these systems supported planning and resource design, although they required verification, contextual adaptation, and ethical criteria, and that the teaching role was redefined without the literature establishing its replacement. From this integration, expanded pedagogical mediation was derived, an interpretive proposal that placed the use of these systems within a broader pedagogical relationship.