The use of Artificial Intelligence (AI) in higher dental education has been present for some time, and the most obvious and common example is the presence of smartphones in practically every student and faculty member's pocket. They use them freely and without restriction as technological tools to help solve school, academic, or administrative problems. Unfortunately, their uncontrolled use within the educational process often widens inequalities instead of reducing them, while simultaneously making the user dependent on them. Although its use is not prohibited, its incorrect and unethical use can affect the teacher-student or student-student relationship, impacting mental, cognitive, and professional development. To save time and effort, students resort to AI to perform tasks or activities that are considered deception or cheating within the educational institution. Even though these activities are not monitored, controlled, or specifically oriented toward the learning process, their use can, in some way, favor the user's development, although not necessarily within the context of their professional training.

In recent years, technological advances have accelerated, become increasingly widespread, and are becoming more surprising, simpler, and more versatile in their use, as well as more accessible due to globalization. Their uses have diversified to such an extent that they are now used or can be used in many everyday situations and in practically every field of knowledge or discipline. This is the case in higher professional education, and in the case of this work in particular, in dental education at the Academic Unit of Dentistry of the Autonomous University of Zacatecas (UAO/UAZ).

Speaking of formal training processes, it is an undeniable reality that the progress, advances and diversification of technological tools that have been applied in education have transformed traditional models and methods, especially regarding the use of Artificial Intelligence (AI) and its use in face-to-face and virtual teaching. The use of this tool has allowed, or is allowing, a greater personalization of the teaching and learning process, breaking down geographical barriers and distances, and adapting study methods to the needs and pace of each student. This allows for greater optimization by offering new, personalized study paths, better and more immediate feedback, and for teachers, better tools to enhance and make their teaching more understandable and engaging. It has also given educational authorities the option and opportunity to automate, monitor, and control administrative tasks more efficiently and effectively. In short, AI has arrived, or can arrive, to transform teaching, learning, and traditional administrative functions within schools, making all this work and practice a more accessible, dynamic experience adapted to the pace of each student, teacher, and educational administrator. It also allows for a more timely and accurate response to the new demands of the present and the future job market of graduates. To better understand this situation, we will begin by defining what we mean by AI.

What is AI?

Due to the advancement of the field of computer science in the early 1950s and the creation of the Electronic Numerical Integrator and Computer (ENIAC) at the University of Pennsylvania, which was the world's first general-purpose electronic digital computer, originally designed to calculate ballistic trajectories for the United States Army during World War II, and the development of data processing, computing, and systematization as a science, AI began to emerge within the field of computer science as an abstract entity with the capacity to form structures and systems capable of similarly reproducing human reasoning processes and making decisions based on technological learning and reasoning.

Due to the continuous and greater development of AI, it began to differentiate itself into an intelligence based on the accumulation of knowledge or data. In the last stage of the 1970s, the progress and refinement of knowledge-based AI allowed it to begin experimenting with the construction of knowledge using computer models to discern and decipher which concepts, knowledge, and skills to work on in order to understand and propose solutions to solve problems, and to address and answer specific questions through the use of an expression based on mathematical logic and binary language (Briva Iglesias, V., 2023).

At the beginning of the 21st century, thanks to the greater and more advanced development of this intelligence, its evolution continued. Initially, AI worked from top-down knowledge acquisition, but after this new advancement, it began to work from the bottom up, analyzing Big Data. Big Data is simply the enormous amount of data (technologies, practices, and concepts, or macrodata) that has led to an intelligence based not on knowledge but on data. This data has accumulated and been stored over time, and AI analyzes it to identify patterns and trends that are imperceptible to the human eye and cannot be grasped by a single person because they are too large or complex. Therefore, they cannot be processed with traditional tools or conventional technological equipment.

Data-driven AI continuously requires large amounts of high-quality data to feed its computing processes and consumes it continuously to perform training and high-precision computational processes in order to function. This intelligence has been shown to work better in tasks that are intended to detect statistical patterns for image or language processing, unlike knowledge-based intelligence, which has been shown to be quite effective in tasks that require reasoning or planning; because both purposes continually touch and overlap, it is predicted and expected that very soon there will be a hybrid intelligence that combines both approaches (Careaga Butter, M., 2026).

The emergence and use of AI in education, based on knowledge or data and its ability to generate texts, images, teaching proposals, simulations, and more personalized feedback, is offering opportunities and facilities specifically for students and teachers to respond to one of the great challenges currently facing higher education: addressing the increase in enrollment, cultural diversity, and the heterogeneity of student groups without sacrificing quality, inclusion, and the humanistic approach to teaching. One of the aspects that is often overlooked when thinking about and conceptualizing the function of AI is the idea that this intelligence is actually a conceptual intelligence, as the term is commonly understood. The reality is that it is not a true intelligence in that sense; rather, it is a skill that the technological development of computer science and computing, through hardware and software, performs to solve specific problems and tasks, but without any understanding of the nature of the elements it works with and their interrelationships, as the human mind can (Blanco, Y., Fragozo, L.D.J., & Gómez, M.E., 2024).

AI (Artificial Intelligence) vs GAI (Generative Artificial Intelligence)

The interaction of information through verbal, written, and now digital actions has been the main pillar of the continuous and rapid transformation of artificial intelligence (whether knowledge-based or data-based). Its continuous development and evolution have led to its presence virtually everywhere, from large research centers, government control facilities, higher education institutions, and military installations, to the pockets of almost everyone (smartphones). Today, it represents a technology that was initially vertical but is now horizontal. Its development and expansion have been so extensive that it can now positively or negatively affect and disrupt disease, health, the economy, finance, transportation, education, and virtually every sphere and dimension of daily life worldwide, individually or collectively. This effect is not only unilateral but also multilateral.

Currently, AI works unconsciously at incredible speed, processing enormous amounts of data through intangible processes on the platforms and services designed and built to provide this assistance. As previously mentioned, AI encompasses a broad field within computer science focused on designing automatic reasoning, learning, and perception functions. It works in interaction with cybernetics, which is responsible for establishing control and communication in practice. As a result, some of the decisions made by users of this service influence their choices, such as which routes to take, what content to view and engage with, how to write more clearly, how to create a better document or graphic presentation, and so on. Its very complexity makes it difficult, if not impossible, for users to predict the response or information provided. Currently, AI functions and services continue to diversify and multiply. It is now called Generative Artificial Intelligence, or GAI. This new intelligence is capable of developing and working with models that produce unique and original content, such as contexts, texts, images, audio, video, and code, after consuming vast amounts of data at super-speed.

IAG employs processes similar to neural networks and machine learning techniques similar to those performed by people, which, by registering descriptive patterns, generate new credible, logical and feasible combinations according to the examples contained in the information it possesses (Verdejo Servín, A., Pacheco Díaz, A., & Zárate Moedano, R., 2026).

The IAG and its use and application in Higher Education Institutions 

The key recommendation and point that permeates AI in general, and GIA in particular, is that any proposal for its use, application, and implementation to enhance the modernization, advancement, growth, and development of higher education demands a critical perspective and attitude before, during, and after the entire process. This critical approach requires not passively and unquestioningly accepting all information presented about AI and its application. It implies being able to actively analyze the context for its application and beyond, question assumptions, compare data, and evaluate the intentions behind what is said or shown. In other words, AI must be considered and treated as an expert but fallible assistant or aid.

Therefore, when using or interacting with AI safely and effectively, it is essential to provide it with precise instructions, continuously monitor the results, and verify the information it provides to ensure its authenticity and avoid errors and issues. These measures are necessary because sometimes fabricated, erroneous, or biased information may be presented as if it were true. Therefore, it is recommended to verify data, figures, or references with reliable and official sources. This means not copying content verbatim or simply pasting it directly, as ultimately the user will be solely responsible for the platform's use and the results obtained. 

During its use, it is essential to avoid providing personal data, medical or financial information, passwords, personal or family photographs, or personal, corporate, or institutional secrets. Any data provided as input for training computer or cyber models can be compromised. It is crucial to carefully read the usage policies of the platform(s) being used before starting to ensure you are fully informed. Similarly, it is vital to be clear when giving or receiving prompts (instructions); these should not be vague or ambiguous but rather properly contextualized. Finally, if AI or GAI was used to create images, official academic documents, or research reports, its use must be declared (specifying which tool was used and for what purpose) (Gallent Torres, C., Zapata González, A., & Ortego Hernando, J.L., 2023).

Due to the delicate nature of its use and the potentially positive or negative impact of the results, it should not be used indiscriminately or irresponsibly. Always remember that it is a support tool and aid to overcome mental blocks, help structure or summarize ideas, and is not something that can be used as a substitute for the learning or creative process itself.

The use of AI or GAI can transform the teacher's educational process, but also help and improve student learning through personalization and adaptation to their needs. Sánchez states that by feeding large amounts of information and algorithms as input for these intelligences, they will have the ability and capacity to generate responses, proposals, and options with a high degree of accuracy and satisfaction for the student, based on their particular tastes and requirements by identifying their study habits. In the case of tutors, their correct and appropriate use can help to develop programs and study plans for students who require it, adapted to their needs, considering their times and environmental conditions to optimize everything (Parra Sánchez, J.S., 2022).

On the other hand, García has argued that its use and management are highly beneficial for the design and creation of classrooms, courses, and virtual educational platforms, as it can personalize the interaction between teachers and students, creating an interactive, dynamic, motivational, efficient, and effective teaching and learning context, environment, and conditions. In this sense, AI(G) has demonstrated over time and with its refinement its ability to interconnect with active, engaging, and motivating learning, in which both teacher and student are effectively involved with an appropriate pedagogical approach to their own processes, sharing interests and results. It can also be of great help to teachers or educational administrators in evaluating students' school, academic, and study behavior, identifying their strengths and weaknesses and helping them enrich or transform these weaknesses into opportunities through feedback. This gives students greater control and authority over their own learning process, developing a more effective path of self-management and thus achieving greater opportunities for adaptability to the educational experience (García Vigil, J.L., 2021).

Most used AI or IAG platforms in Higher Education Institutions

Today, a large number of AI or AI platforms are commercially available for use in higher education. These platforms personalize teaching and learning, acting as assistants or support tools for writing academic research reports and planning management actions. They can help create content, audio, and images, analyze documents, bibliographies, assessment programs, and presentations, adapting to the user's needs, provided they are used correctly.

Among the most widely used are those employed as research and study assistants. For example, NotebookLM, a tool widely used in academic research, allows users to upload their own notes, research articles, and PDFs to create an intelligent and personalized study assistant based exclusively on the provided documentation. Perplexity AI is another example; it's a search engine that users can interact with by conversing to obtain well-founded answers and citations from consulted academic sources. Mindgrasp, which functions as an assistant for document analysis, generates quizzes, summarizes notes, and creates study materials from extensive texts or lecture recordings, is another tool.

There are also platforms for writing and analyzing texts, such as Grammarly, which acts as a writing assistant, corrects spelling and grammar, improves the tone and academic style of essays, and supports writing in multiple languages. QuillBot is a paraphrasing and writing improvement platform that helps restructure texts and avoid accidental plagiarism.

There are also more sophisticated and complex platforms for creating interactive and multimedia content, such as Genially, which is widely used for creating graphic or visual presentations of information and data. It combines short texts, diagrams, engravings, drawings, photographs, and images to explain complex topics quickly and clearly. The Synthesia platform uses transformations as graphic or digital representations that serve as user identification. These representations can be illustrations, cartoons, 3D models, or photographs with hyperrealistic results to generate educational videos from a text or script, facilitating the creation of asynchronous classes (online learning sessions where it is not necessary to meet with the teacher or classmates in real time).

Academic integrity platforms like Turnitin detect or prevent plagiarism through specific algorithms that identify plagiarized texts, promoting academic honesty. For tutoring initiatives, there's the uPlanner Learning Pathways platform, which uses cybernetic models to create personalized learning paths for each student, adapting to their pace and reinforcing their weaknesses to turn them into strengths. Khanmigo acts as a virtual tutor, helping students resolve doubts step by step in complex subjects like mathematics or science.

The demands regarding educational outcomes and new job requirements require higher education to be more flexible, efficient, and dynamic. Therefore, and in this context, AI tools are becoming essential, as they not only optimize the learning process but also allow for anticipating student dropout with predictive models, creating personalized academic pathways, and freeing teachers from repetitive tasks so they can focus on mentoring and pedagogical innovation.

Specifically, within Higher Education Institutions in the Health Sciences field, the AI ​​and GIS platforms most used to optimize learning are those that assist learning through clinical simulations, case analysis, and the generation of biomedical literature summaries. Among the most widely used are learning management and study platforms such as LearnWise, which is specifically designed for medical education and offers clinical simulations and programs to reduce the administrative workload for faculty. NotebookLM, widely used in human medicine, allows users to upload multiple sources (manuals, scientific articles, and guides) to generate summaries, synopses, quizzes, study guides, and personalized explanatory audio, among other things. There are also knowledge bases and scientific evidence data bases such as Open Evidence, highly valued by resident physicians and students, as it specializes in scientific and medical literature. Medu is a Health Sciences platform that generates flashcards (or study cards), which are double-sided cards containing a question, concept, or keyword on the front and its answer or explanation on the back. These flashcards are an excellent tool for stimulating working memory, rapid learning, answering clinical questions, and referencing.

Among the most widely used platforms are Complete Anatomy, which creates advanced 3D anatomy models, allowing for the study of biomechanics and detailed structures. The UOH School of Health platform integrates highly complex virtual simulators and clinical scenarios.

Platforms used as clinical support tools include Doctus, which assists students in clinical decision-making and pharmacological referencing. Aidoc and PathAI are used to support clinical diagnosis and the analysis of medical images, teaching students to identify anomalies in radiographs and pathologies (Educational Technology, 2025).

As has also been stated, in the case of the use of these platforms in medical education and training, they must be used under strict protocols of ethics and academic integrity, serving as a complement to, and not a replacement for, clinical judgment and human reasoning.

AI or IAG and its feasible use at UAO/UAZ 

Undeniably, current times demand that we stay informed about the latest innovations in technology, computer science, and cybernetics. These advances and developments have generally been conceived and created to improve users' quality of life, obviously and unfortunately all within the context of the economic sphere and market forces. In particular, education in the health sciences, among many other fields, has recently made use of these technologies through what is known as AI, and specifically AI (Analytic Web Computing). Therefore, their use and application in educational and training processes at higher education institutions (HEIs) represents both an opportunity and a significant challenge due to many issues. These include the need for attention and consideration of ethical principles, clear school or academic purposes and objectives before, during, and after their use; transparent and appropriate use with sound pedagogical and didactic approaches; and the obstacle posed by the economic dimension of having adequate infrastructure within the institution and its high cost.

These higher education institutions (HEIs) have among their many responsibilities that of preparing their student community in these times with strong characteristics of professional and digital competitiveness based on the approaches established by the United Nations Educational, Scientific and Cultural Organization (UNESCO), which also stipulates that the main users of these digital tools in educational institutions should be the teachers, since they have or will have the function and responsibility of acting as important intermediaries and monitors between the application, the use and the effects and impacts that the results generate when using it.

In particular, they will be responsible for properly guiding the use of AI or GAI in the teaching or learning of disciplines, a situation considered within what UNESCO has proposed as part of the objectives to achieve sustainable development, guaranteeing inclusive, equitable and quality education, promoting lifelong learning opportunities and enhancing them through the application of this technology. In this situation, the influence of this new tool must be considered, to the point that it can transform the traditional teacher-student relationship and turn it into one of teacher-AI/GAI-student; this change will necessarily require rethinking the role of each of the members of that relationship (García Peña, B.R, Mora Marcillo, A.B., Ávila Ramírez, J., 2020).

In general terms, the AI ​​or AI platforms most used by faculty and students in Health Sciences Schools are divided into general study assistants and specialized clinical or biomedical tools. These include: General and Research Assistants such as ChatGPT and Gemini, which are currently the most widely used due to their versatility in writing essays, creating summaries, generating study quizzes, and simplifying complex medical texts; Open Evidence, an AI-based medical search engine specifically designed to answer clinical questions with references to scientific literature and clinical trials; and Medu.ai, a health-focused educational platform where AI acts as a tutor, generating flashcards and resolving clinical questions using validated content.

There are also clinical and medical learning platforms such as AMBOSS, a learning platform that integrates an interactive library with question banks, clinical cases, and review tools focused on preparing for certification exams and clinical reasoning. The Osmosis platform, which uses AI algorithms to adapt student learning, creating personalized study plans, short videos, and quizzes that connect basic sciences with clinical practice; the NEJM Healer, which functions as an AI-based medical simulation tool that trains students in the diagnostic process and structured clinical reasoning; and Complete Anatomy, which, although it requires a lot of 3D visualization, incorporates AI features to explore human anatomy interactively and in detail.

Platforms for research and basic sciences such as AlphaFold (DeepMind), which can be essential for students of biochemistry, molecular biology, and pharmacology, as it uses AI to predict and generate protein structures with unprecedented accuracy; and Elicit, a research assistant that uses language models to find academic literature, summarize scientific articles, and extract key data for theses or biomedical projects.

In this sense, the growing use of artificial intelligence in the field of dentistry demands that dental education break away from its traditional and passive teaching model and transform into a hyperactive process. This requires that its pedagogical activity include a more critical mediating role between the generation of knowledge and critical cognitive learning processes and the transmission of content, information, and/or data through artificial intelligence platforms and their algorithmic systems, considering both opportunities and risks. Furthermore, it necessitates the ability to manage the socio-emotional well-being of students and critically evaluate the impact of these technologies on equitable access, bridging the digital divide, and developing the sustainability of institutional resources (Hernández García, F., et al., 2020).

In relation to the above, to seek innovation and academic updating at UAO/UAZ and to use this technological intelligence in the curriculum, it is important first and foremost to seriously and critically analyze the purpose and aim of its use. Should it be considered a vertical, transversal, and formal tool within the curriculum, or merely a complementary tool to provide additional support and be used at the discretion of the teacher or student, freely and autonomously In the first case, it is necessary to first assess the level of digital literacy of the administrative and teaching staff regarding the use of AI and GIS and how they utilize them. This assessment should identify the main concerns, interests, and challenges associated with such integration and use, as well as demonstrate the level of updating of the curriculum in general and the content in particular in response to the demands of the labor market. This will ensure that proposals for curricular restructuring and teacher training and development align with the redesigned student profile

Should the feasibility of its curricular inclusion be considered, the following steps would be to update the ethical and regulatory framework of internal regulations to guarantee its ethical, responsible, transparent, and equitable use, avoiding bias and protecting data privacy; evaluate the technological infrastructure of the UAO/UAZ using the SWOT method to determine the feasibility and suitability of providing adaptive teaching-learning platforms, analytical tools, and cloud services compatible with the computer equipment used by the school dental community; develop training programs and plans for faculty and students on its use, understanding its limitations and critical potential; redesign formative assessment methods to allow its use, taking into account the required competencies and adapting them to the labor market; and have the administrative capacity to manage the necessary or missing equipment with quality standards. Considering the second option, which encompasses freedom, autonomy, and independence for the use of this intelligence by teachers or students with the aim of making learning and the student's academic and graduation profile more personalized, competitive, engaging, motivating, efficient, and effective, this second aim or purpose must also consider ethical, critical, measured, and conscious use, all within the framework of general and specific regulations and with adequate equipment and functionality within the educational institution (connectivity).

Among the AI ​​or GIA platforms most used in Health Sciences, the following are just some that may be most useful for the educational and training process of UAO/UAZ students. These are also divided into clinical platforms for image analysis, conversational learning tools, and virtual simulators.

Clinical diagnostic and analysis platforms, used to examine X-rays and 3D scans in real time to detect cavities, fractures, or bone levels, are used in university clinics to teach students how to interpret images. Among the main ones are the following: Overjet, a leading AI/G platform for dental clinical education, which allows students to view annotations on X-rays and accurately measure bone levels; Pearl, a system that uses computer vision to identify dental problems that can be easily overlooked, aiding in the student's clinical training; and VideaHealth, which focuses on the detection of cavities and bone loss.

Among AI/G platforms are chatbots, which are computer programs designed to simulate conversations with human users, either by text or voice, using predetermined rules or artificial intelligence to answer questions, automate tasks, and provide continuous support without human intervention. These are used by students to write essays, study for exams, and prepare clinical cases. Examples include the ChatGPT and DeepSeek platforms, used as bilingual assistants for studying Dental Sciences, Histology, Anatomy, and Pathology; and DentalMammoth, an AI-powered learning platform that allows students to create customized quizzes, receive instant feedback, and consult case studies.

There are also platforms for creating virtual simulators and simulated patients, which allow students to practice patient interaction or refine clinical techniques without risk before treating real people. Examples include SimFlowAI and SomaLabAI, conversational AI platforms programmed with specific attributes, symptoms, and medical conditions. Students use them to practice taking patient histories and improving their communication skills. There are virtual reality simulator platforms with AI that evaluate in real time parameters such as hand stability, precision, and cavity preparation techniques in 3D environments; and Edu AI:D, an interactive learning platform that trains students in reading dental X-rays through AI-guided exercises. Among many others, these are some of the most widely used today (Borja Oleas, M., 2024). Ultimately, their ethical, standardized, and regulated use, monitored and controlled by the appropriate authorities both within and outside the UAO/UAZ (under all the aforementioned considerations), could enhance learning by enriching the dental education provided there with more information, autonomy, and self-management, creating an adaptive, inclusive educational environment aligned with contemporary, innovative, and cutting-edge pedagogical principles. This would include personalized learning, the use of advanced technologies, and the creation of new student-centered learning modalities, as their use can facilitate self-guided learning and improve teaching methods by personalizing learning, primarily using IAG as an educational support tool.

Under the premise that the use of AI or AGI is already taking place within the UAO/UAZ, albeit in a limited way and restricted only to students who know how to fully utilize the potential of their smartphones, tablets, or computers and who have or have had formal, informal, or experiential digital training in this regard, this use is not controlled, monitored, or organized, nor is it used with pedagogical and didactic guidance. It is generally and mistakenly stigmatized by most teachers as something inappropriate, since they believe it is used for cheating and fraud and negatively impacts students' individual, mental, cognitive, and professional development. This viewpoint and opinion of the teachers may be valid, as may the opposite viewpoint. The main objective of this work was to determine the feasibility of using this artificial intelligence, but under guidelines, supervision, and curricular, school, administrative, and teaching controls that allow for its ethical, equitable, focused, and institutional use. Therefore, analyzing the feasibility of using AI, in any of its evolutions, with authorization, supervision, and control by the aforementioned spheres, is a crucial option. Finding a balance between traditional methods and new technologies could enhance the strengths of both teachers and students (this wouldn't be possible if its use were left to the teacher's or student's discretion). In this way, AI can be used as an aid and complement to foster critical thinking, but never with the intention of replacing it. If its use is planned in an orderly and curricularly monitored manner, continuous attention must be paid to the type and use of information generated by AI/G, and appropriate training must be developed for teachers to ensure proper and adequate monitoring and control of its controlled and programmed use. This will allow for the efficient, academic, and disciplinary exploitation of its advantages and prevent its misuse.

The use of technology, instead of closing learning gaps, can also widen inequalities if access is not equitable and controlled. Therefore, to maximize benefits and limit risks, not only must the UAO/UAZ, if it wants to control the benefits of its use, develop robust policies, promote digital literacy, and ensure careful pedagogical and didactic integration, but only through a proactive, critical, and balanced approach can AI and its generative transformations also contribute effectively and sustainably to the dental education offered there.