Pygmalion effect and artificial intelligence: educational transformation and ethical challenges

Authors

Abstract

This article presents a critical analysis of the impact of artificial intelligence on education, emphasizing
its capacity to optimize processes by personalizing experiences and data processing in real time.
Additionally, the relation between artificial intelligence and the “Pygmalion effect” was considered,
a phenomenon by which expectations influence student performance. Considering that this
technological tool, by providing personalized feedback in real time, can inform these expectations,
influencing academic performance and student-teacher interaction, reflections on its use are made by
raising ethical challenges such as privacy, algorithmic biases, and unequal access to technology, which
can increase existing gaps. The importance of training for use of artificial intelligence and the need for
an ethical approach to avoid inequalities and discrimination are stressed.

Keywords:

inteligencia artificial, Efecto Pigmalión, ética, educación, transformación

Author Biographies

Paula Romina Putallaz, Universidad de Flores. Ciudad de Buenos Aires, Argentina.

Paula Romina Putallaz – Doctora – paula.putallaz@uflouniversidad.edu.ar
0000-0003-4785-7805

Myrna Marti, Organización Mundial de la Salud. Arlington, Estados Unidos.

Myrna Marti – Magíster – martimyr@paho.org
0000-0002-7228-6795

Lucas Gago-Galvagno, Universidad Abierta Interamericana. Ciudad de Buenos Aires, Argentina.

Lucas Gago-Galvagno – Doctor – lucas.gagogalvagno@uai.edu.ar
0000-0001-5993-3866

Ida Cristina Gubert, Universidade Federal do Paraná. Curitiba/PR, Brasil.

Ida Cristina Gubert – Doctora – gubert@ufpr.br
0000-0003-2687-9829

Roberto García Sánchez, Universidad Católica de Santiago de Guayaquil, Guayaquil, Ecuador

Roberto García Sánchez – Magíster – roberto.garcia02@cu.ucsg.edu.ec
0000-0001-5631-8892

Elizabeth Benites Estupiñan, Universidad Católica de Santiago de Guayaquil, Guayaquil, Ecuador.

Elizabeth Benites Estupiñan – Estudiante de doctorado – elizabeth.benites@cu.ucsg.edu.ec
0000-0001-6234-3381

Eduardo Alfredo Duro, Universidad de Morón, Provincia de Buenos Aires, Argentina.

Eduardo Alfredo Duro – Magíster – eduro@unimoron.edu.ar
0000-0001-5069-853X

Dirce Bellezi Guilhem, Universidade de Brasília. Brasília/DF, Brasil.

Dirce Bellezi Guilhem – Libre docente – guilhem@unb.br
0000-0003-4569-9081

Patricia Sorokin, Universidad Abierta interamericana/Universidad de Buenos Aires. Ciudad de Buenos Aires, Argentina.

Patricia Sorokin – Libre docente – patriciadebora.sorokin@uai.edu.ar
0000-0003-4205-419X

Vol. 33 (2025): Continued publication

Published:

2025-11-28

DOI:

https://doi.org/10.1590/1983-803420253927ES

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How to Cite

1.
Putallaz PR, Marti M, Gago-Galvagno L, Gubert IC, García Sánchez R, Benites Estupiñan E, et al. Pygmalion effect and artificial intelligence: educational transformation and ethical challenges. Rev. Bioét. [Internet]. 2025 Nov. 28 [cited 2026 Apr. 19];33. Available from: https://www.revistabioetica.cfm.org.br/revista_bioetica/article/view/3927

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