Generative artificial intelligence (GAI) is revolutionizing education, transforming teaching, learning and redefining pedagogical methods. This research analyzes how IAG impacts the teaching and cognitive development of students, and its potential in vocational technical education. Using a mixed approach and exploratory design, data were collected through surveys and a focus group with polytechnic teachers. The results show that teachers value IAG as a tool to personalize and enrich learning, adapting to the needs of students. However, the lack of specialized training and limited institutional support stand out as challenges. Ethical concerns also arise, such as the dehumanization of the educational process and excessive technological dependence, which could limit students’ critical capacity and problem-solving autonomy. In addition, they point out the risk that AI generates misinformation, underlining the need for rigorous control in its use. They conclude that the IAG can be an ally in professional technical education, as long as adequate training of teachers and awareness of its critical and ethical use is guaranteed. It is recommended to develop educational policies and training programs for their effective integration.
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