Redefining pedagogical constructivism as a consequence of artificial intelligence

Introduction: Artificial intelligence is reshaping pedagogical constructivism by altering roles, environments, and learning processes through generative technologies and intelligent tutoring systems. Objective: To analyze how AI redefines constructivist principles and assess its academic and pedagogical impacts. Methods: Literature review based on Piaget’s and Vygotsky’s theories and case studies of adaptive platforms, intelligent tutoring, and virtual reality environments. Results: Improvements in mathematics, science, and language performance emerge from personalized learning paths and immediate feedback. Project-based learning and immersive environments support active knowledge construction. Conclusion: Teacher training in digital and ethical competencies is crucial to develop hybrid ecosystems where technology enriches but does not replace human dialogue and scaffolding.