New learning spaces and hybrid teaching, artificial intelligence and new horizons in the future educational system.

Abstract

This contribution analyzes the role of artificial intelligence (AI) as a catalyst for fruitful hybridizations in educational contexts, outlining a theoretical and practical framework for the design of new learning spaces. The integration of AI is not seen as a mere technological tool, but as a transformative agent that redefines the dynamics between knowledge, practices, and territories, creating unprecedented connections that overcome the traditional boundaries of the classroom.

The research focuses on how AI, through data analysis and content adaptation, can foster personalized learning, responding to the individual needs and paces of students. This personalization is not limited to frontal teaching but extends to the creation of hybrid training paths that combine face-to-face interaction with innovative digital experiences. In particular, the application of AI systems for automatic feedback, formative assessment, and the creation of virtual learning environments that integrate simulations, gamification, and augmented reality is explored.

The contribution aims to demonstrate that AI can act as a bridge between formal knowledge and practical skills, connecting the school curriculum with real-world challenges. In this sense, AI is a key element in the construction of an educational ecosystem that values transversal skills, critical thinking, and problem-solving. Furthermore, it is discussed how AI can support the creation of networks between students, teachers, institutions, and communities, overcoming geographical and temporal barriers to build a more inclusive and collaborative learning community.

In conclusion, this study proposes a critical and proactive reflection on the use of AI for the creation of learning spaces that are no longer confined to the classroom, but that expand into a vast and interconnected territory, a fertile ground in which knowledge and practices merge to give life to new forms of knowledge and development. The abstract, therefore, aims to stimulate the debate on the ethical, pedagogical, and social challenges related to the introduction of AI in education, while offering a model for the design of a more innovative and equitable educational future.