Introduction: Education went through a profound transformation in the last decade, changing not only its structures and actors, but also pedagogical approaches. This evolution included the incorporation of digital technologies and artificial intelligence (AI), such as ChatGPT, which forced to rethink the role of teachers, the resources used and the objectives of teaching.Development: During this process, tensions arose between those who quickly adopted these tools and those who resisted incorporating them. Authors such as Inés Dussel and Laura Marés pointed out the need to critically appropriate technology in order to form responsible digital citizens. AI, defined as a technology capable of performing tasks that require human intelligence, was presented as a resource with great potential, but also with challenges. ChatGPT stood out for its ability to generate automated text in response to queries, which particularly appealed to high school students. However, their responses could contain errors or outdated information. For this reason, teacher training was essential. Initiatives such as the INFoD sections and surveys by the Ministry of Education of the City of Buenos Aires revealed the growing interest and need for professional training in the ethical and pedagogical use of these tools.Conclusion: The integration of AI in education required a redefinition of teaching competences. ChatGPT, far from being a threat, became an opportunity to innovate pedagogical practices, provided it was used in a critical and responsible way
