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Arts & Communication AI in teacher education and critical thinking

enriches our capabilities without replacing or devaluing Consent for publication
them.
Not applicable.
Critical thinking is presented as a great counterweight
to discern the truth from the plausibility of current images. Availability of data
The deepfake phenomenon is increasingly democratized Not applicable.
and AI must be questioned in teacher training not only to
know its positive possibilities but also its negative ones. To References
this end, critical thinking should encourage future teachers 1. Escaño C. Hacia una educación artística 4.0. (Towards an
to be critical not to perpetuate misinformation in images arts education 4.0). Arte Individ Soc. 2010;22(1):135-144.
but to allow them to develop their ideas and to see beyond 2. Virilio P. Estética de la Desaparición (Aesthetics of
what is pretended to be presented. Disappearance). Barcelona: Anagrama; 1998.
Finally, and as a conclusion that encompasses the rest, 3. Martínez VC, Guardia MLG, Castillo GP. Alfabetización
we can consider that AI-created images play an important moral digital para la detección de deepfakes y fakes
role in the development of critical thinking by requiring audiovisuales (Digital moral literacy for the detection
a thorough evaluation of their authenticity, an analysis of of deepfakes and audio-visual fakes). CIC Cuad Inf
the biases and context in which they are generated, and an Comunicación. 2020;25:165-181.
ethical reflection on their use. These skills are essential in an doi: 10.5209/ciyc.68762
era in which visual technology has an increasing influence 4. Pérez-Valero M, Baez-García C, Marfil-Carmona R.
on how we perceive and interpret the world. Analyzing Educación artística y pensamiento crítico. Poesía objetual
images created through AI technology is an excellent para la transformación educativa en la formación docente
way to train critical thinking through judging practices, (Art education and critical thinking. Object poetry for
as it invites us to question both the technology and the educational transformation in teacher training). Arts Educ.
visual messages it produces. Through observation, ethical 2024;39:180-192.
evaluation, contrasting perspectives, and asking questions, doi: 10.58262/artseduca.3913
we can develop a more reflective and analytical view, not 5. Marín-Viadel R, Campos R, Roldán J. Inteligencia artificial,
only of the images but also of the impact of technology goya y el aprendizaje del dibujo. Primeros pasos (Artificial
on our society. This process allows us to become active intelligence, Goya and learning to draw. First steps). Arte
observers, as well as judicious and conscious readers in the Individuo Sociedad. 2024;36(2):329-343.
digital age.
doi: 10.5209/aris.92891
Acknowledgments 6. Murillo-Ligorred V, Ramos-Vallecillo N, Covaleda I,
Fayos L. Knowledge, integration and scope of deepfakes
The authors are thankful to the members of the ARGOS in arts education: The development of critical thinking in
research group of the University of Zaragoza (S50_23R: postgraduate students in primary education and master’s
ARGOS; Research in Didactics of Social Sciences) of the degree in secondary education. Educ Sci. 2023;13(11):1-15.
Government of Aragon. doi: 10.3390/educsci13111073

Funding 7. Saura-Pérez A. Arte, educación y justicia social (Art,
education and social justice). Opción. 2015;31(6):765-789.
None.
8. Digital Future Society. Cómo Combatir la Desinformación:
Conflict of interest Estrategias de Empoderamiento de la Ciudadanía Digital
(Combating Misinformation: Strategies for Empowering
The authors declare that they have no competing interests. Digital Citizenship). Mobile World Capital Barcelona;
2020. Available from: https://www.como_combatir_la_
Author contributions desinformación_estrategias_empoderamiento_de_la_
ciudadania_digital.pdf [Last accessed on 2024 Oct 14].
Conceptualization: All authors
Writing–original draft: All authors 9. Blanchard O. El Trabajo en Plataformas Digitales en España:
Writing–review & editing: Nora Ramos-Vallecillo ¿Qué Sabemos? Una Revisión Bibliográfica (Working on
Digital Platforms in Spain: What do we Know? A Literature
Ethics approval and consent to participate Review). Digital Future Society; 2020. Available from: https://
digitalfuturesociety.com/app/uploads/2020/11/el_trabajo_
Not applicable. en_plataformas_digitales_en_espana_que_sabemos-1.pdf

Volume 3 Issue 3 (2025) 11 doi: 10.36922/ac.5047