La resistencia de lo humano: enseñar en tiempos de inteligencia artificial

Pamela Azpeitia-Macías

doi:10.22201/fesa.26832917e.2026.7.2.479

Authors

Pamela Azpeitia-Macías National Autonomous University of Mexico. Facultad de Estudios Superiores Acatlán (MX) https://orcid.org/0000-0003-1640-9591

DOI:

https://doi.org/10.22201/fesa.26832917e.2026.7.2.479

Keywords:

Artificial Intelligence, university teaching, critical formation, pedagogical judgment, resistencia

Abstract

This essay critically examines the limits and possibilities of teaching in the age of artificial intelligence based on the concerns that automation generates among university educators. It dismantles the “illusion of substitution” by demonstrating that teaching it is not the transmission of information, but interpretation, accompaniment and formation. Moreover, it explores what AI cannot replicate (judgment, sensibility, ethics and human bond) and analyzes the fragility of digital knowledge, marked by deceptive fluidity and algorithmic opacity. It also proposes guidelines for an ethical coexistence between AI and teaching, concluding that teaching remains a profoundly human act and, today more than ever, a form of resistance to the uncritical automation of educational work.

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Author Biography

Pamela Azpeitia-Macías, National Autonomous University of Mexico. Facultad de Estudios Superiores Acatlán

She holds a PhD in Communication from Universidad Iberoamericana and is a full-time Associate Professor (Level C) in the Bachelor in Communication at the Facultad de Estudios Superiores (FES) Acatlán of the Universidad Nacional Autónoma de México (UNAM). Her lines of research articulate communication and political culture, discourse analysis, and public opinion studies, with particular interest on contemporary narratives of power and the media.

In her teaching practice, she offers courses such as Digital and Virtual Communication, Contemporary World History, Public Opinion and Quantitative Research, where she seeks to connect theoretical framework with critical reflection about social and media realities.

The author combines research with classroom innovation through experiential learning strategies, case analysis, and critical use of digital tools, with the aim of educating professionals capable of thinking, questioning and responsibly assuming their role in the public space.

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