BEYOND ALGORITHMS: HUMANIZING LEARNING THROUGH SOCIOEMOTIONAL SKILLS IN THE AGE OF ARTIFICIAL INTELLIGENCE

Abstract

In a world defined by algorithmic omnipresence and the rapid integration of Artificial Intelligence (AI) into education, the core question transcends technological capability to focus on the essence of human development. This essay examines the critical interrelationship between AI and Socioemotional Skills (SES), proposing that technology must function exclusively as a pedagogical tool to humanize learning, and not as an end in itself. Supported by a systematic review of scientific literature and governance frameworks (UNESCO, OECD, CEPAL), this study identifies the necessary strategies to ensure a deeply inclusive, ethical, and humanized education. The analysis is structured around three main axes: the neuro-psychopedagogical foundation of SES as the basis for meaningful learning; the evaluation of the dual risks of AI, including personalization versus the potential deterioration of social interaction and empathy; and the articulation of an AI-SES operational framework that converts learning analytics into strategies to foster self-regulation and resilience. Finally, the ethical challenges, the need for clear algorithmic governance, and the anchoring of these policies in the context of the Latin American digital divide are addressed. The main conclusion is that the educational future depends on teachers using AI to cultivate emotional intelligence and critical awareness, thereby preparing students for collaboration and complex thinking in the Fourth Industrial Revolution.