Artificial Intelligence in Engineering Education: Enhancing Human Capabilities, Not Replacing Them

The irruption of artificial intelligence (AI) in higher education – especially its generative forms, i.e., models capable of producing text, images, or code – has rapidly transformed pedagogical, administrative, and assessment practices in our institutions. We are facing a reconfiguration of the university space that cannot be reduced to the adoption of tools; instead, it demands a critical examination of its epistemic, ethical, and pedagogical implications. Generative AI has established a set of practices that, if not continuously monitored, could compromise the very essence of education in engineering and other disciplines [1].