The ontological nature of artificial intelligence from an educational perspective

Abstract

This article investigates the ontological nature of artificial intelligence (AI) and its implications in the educational context, emphasizing the need for an un- derstanding that goes beyond mere technical functionality to address ethical, epistemological, and social dimensions. The methodology consists of a multi- disciplinary literature review, integrating philosophical, educational, and com- putational contributions in order to develop a comprehensive analysis of AI. The main findings indicate that AI, often anthropomorphized, may obscure its true autonomy and influence, leading to a potentially harmful technological dependence in education. Furthermore, the study highlights the importance of analyzing AI through its mercantilist nature, recognizing that its creation, development, and application are shaped by market dynamics and economic interests. It is concluded that AI should be understood through an ontologi- cal triad — hybrid, relational, and multidimensional — whose integration into educational practices requires a critical and reflective approach, avoiding the superficialization of teaching while fostering equity and cultural inclusion. Moreover, there is an urgent need for the formulation of public policies that ensure broad public access to this technology and mitigate its negative impacts, promoting equity and social justice. To this end, a decolonial perspective is pro- posed as a pathway to analyze, reassess, and resignify the role of AI within the social fabric.