Abstract
In the digital era, a new dilemma is beginning to take shape in the mind of every teacher: Is teaching still necessary? The question has been a concern since 1990, when Tim Berners-Lee, a researcher at the Centre Européen de Rechérches Nucleaires in Geneva, laid the foundations for the World Wide Web (www). Shortly after the emergence of the World Wide Web, desired information could be accessed with a click, which contributed to a rapid decline in the frequency of visits to libraries, second-hand bookshops, or reading clubs. The issue of AI is viewed here from the perspective of the dangers observed, including addiction, the impact on personal data security, the increase in the digital divide, and the loss of various abilities or competencies. It can be seen that "This generation will no longer have their heads filled, they will navigate the net, cheerful and inventive, sheltered from wars and poverty" (Blais, Gauchet, and Ottavi, 2019). From a pedagogical perspective, our concern is to outline possible directions of action that can help us effectively cope with the challenges posed by the use of AI in teaching-learning activities.
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