Toward an Augmented Pedagogy: Reconfiguring Teacher Training in the Era of AI

Abstract

The integration of Artificial Intelligence (AI) in education represents a major turning point, challenging traditional teaching roles and learning modalities. This theoretical article examines how teachers can be trained for so-called "augmented pedagogy"—that is, teaching enriched by intelligent tools capable of personalization, adaptability, and data analysis. Following a contextualization of pedagogical shifts linked to ICT and AI, the article explores the skills required in the digital age, appropriate training formats, and the cultural and institutional obstacles hindering the integration of these technologies. Finally, it calls for a reflective, critical, and humanistic approach to teacher training, emphasizing the need to align technological innovation with fundamental educational values. The objective is to provide a theoretical reflection on the conditions for a balanced integration of AI into contemporary pedagogical practices.