Abstract
The growing presence of artificial intelligence (AI)-generated images underscores the need to better prepare future teachers for the urgency of adequate literacy in this context. Fundamental concepts such as mimesis, truth, impersonation, defamation, and creativity become essential when working and reflecting on contemporary AI-generated images. The main objective of this study is to identify the most relevant aspects in using these images from the perspective of arts education and to analyze the relationship between AI-generated pictures and the development of critical thinking. In this sense, it explores how the creation, interpretation, and use of such images influence the ability of future teachers to evaluate the veracity of visual information, detect implicit biases in algorithms, reflect on the creative processes involved, and consider the associated ethical implications. This article examines how the use of these images impacts the critical capacity of individuals, promoting a rigorous evaluation of their authenticity, the analysis of inherent biases, and a deep reflection on the ethical and creative implications of their dissemination. Through this approach, we seek to highlight the role of emerging visual technologies in the promotion of critical skills, which are essential in the current digital and media context.
Published Version
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