From chalk to virtual reality; UNAM professors bet on a new way of teaching with AI

Professors at Mexico's National Autonomous University (UNAM) are increasingly adopting artificial intelligence, virtual reality, and other emerging technologies to revolutionize their teaching practices. This integration aims to align educational methods with the evolving ways students interact and learn, moving beyond traditional chalkboards and lectures.

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Emerging technologies in education represent an opportunity to rethink teaching practice and the way students construct knowledge.

Gustavo de la Cruz Martínez, a professor at the Faculty of Sciences and the Master's program in Computer Science and Engineering, is at the forefront of this shift. He utilizes virtual reality, augmented reality, and generative AI in his classes to provide students with immersive experiences that foster deeper, more meaningful learning. De la Cruz Martínez is involved in the "Aula del Futuro" (Classroom of the Future) project, an initiative by the Institute of Applied Sciences and Technology (ICAT) that is transforming educational spaces across eight high school campuses, five faculties, three institutes, and one library within UNAM.

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The objective is not for technology to be the center of the educational process, but a tool to generate teaching-learning situations oriented by clear pedagogical goals.

The "Aula del Futuro" project focuses on creating flexible learning environments that encourage interaction and collaboration. De la Cruz Martínez emphasizes that technology should serve as a tool to support pedagogical goals, not as the central focus of education. He also stresses the importance of using these digital resources ethically, critically, and reflectively. While students are increasingly comfortable with digital devices, some faculty members still face resistance to incorporating AI into their academic activities.

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Artificial intelligence allows for the design of didactic sequences, speeds up information searches, and optimizes class preparation times.

Sinuhé Jurado Pulido, a professor at the Faculty of Dentistry, shares a similar experience, having specialized in educational technology for over a decade. Jurado Pulido notes that AI can streamline lesson planning and information retrieval, optimizing preparation time. However, he cautions that these tools should supplement, not replace, the creative and formative processes for both educators and students. In dentistry, practical assessments are already being conducted using simulators that allow students to tackle clinical problems mirroring real-world scenarios.

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However, these tools must function as support for learning and not as substitutes for the creative and formative process of teachers and students.