Integrating Artificial Intelligence in Schools: From Instrumental Use to Conceptual Understanding

This study presents a conceptual analysis of the integration of Artificial Intelligence (AI) in compulsory education, based on a systematized review of recent literature in the field of Artificial Intelligence in Education. The paper critically examines the main approaches identified in the literature, highlighting dominant patterns, limitations, and tensions associated with the use of these technologies in educational contexts. Building on the growing role of AI in transforming teaching and learning processes, the article discusses key challenges related to pedagogical implementation, teacher education, and the ethical implications of AI use, including generative AI systems. As its main contribution, the study proposes a Three-Dimensional Model for AI Integration in Education, which organizes the integration of AI into three interrelated levels: operational, pedagogical, and critical. This model provides a structured framework for understanding different forms of AI use in educational settings and contributes to moving beyond predominantly instrumental approaches. The findings highlight the need for a more balanced, critical, and pedagogically grounded integration of AI in compulsory education, emphasizing the importance of coherent curricula and robust teacher education to foster informed and responsible participation in an increasingly AI-mediated society. This work contributes to ongoing academic debates on the role of AI in education and offers a relevant analytical framework for researchers, policymakers, and education practitioners.