Rethinking the Practicum in the Age of AI: Uses, Potentialities, and Risks Towards Critical Integration
DOI:
https://doi.org/10.24310/rep.10.1.2025.21947Keywords:
Artificial Intelligence, Education, Practicum, Professional ethics, Digital literacyAbstract
This theoretical paper explores the emerging impact of artificial intelligence (AI), particularly generative systems, on the Prácticum processes. Drawing on a critical review of the state of the art, it examines current uses of AI in professional practice contexts, as well as its potential and associated risks for training. A conceptual framework is proposed, articulated through four key dimensions: pedagogical approach, professional agency, institutional governance, and educational justice. These dimensions aim to guide AI's critical and context-sensitive integration into university-level education. The discussion highlights the need to foster critical literacy and ethical agency in technologically mediated environments. The article concludes that the Practicum represents a strategic space for rethinking university education in light of the growing influence of AI, and it outlines future research directions focused on its formative, institutional, and professional implications.
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