Cultivating Brilliant Minds: Artificial Intelligence as an Ally in the Training of Adventist Teachers

Abstract

Objective: To critically analyze the possibilities and ethical limits of integrating artificial intelligence tools in Adventist teacher education, proposing a transdisciplinary model that preserves the holistic educational anthropology in the face of algorithmic logic.

Methodology/Approach: Qualitative research with a transdisciplinary bibliographic approach, involving documentary analysis of scientific literature on AI in education (2019-2025), official Adventist documents (Education Manual, South American Division statements), and philosophical studies on technology and Christian anthropology, submitted to thematic analysis with theoretical triangulation among education, theology, and digital ethics.

Results: Three structural tensions were identified in the AI-Adventist education interface: (1) algorithmic personalization versus holistic character formation; (2) technical efficiency versus relational pedagogical time essential to the educational encounter; (3) alleged algorithmic neutrality versus the biblical worldview underpinning Adventist education. As mediation, an "Adventist algorithmic ethics" is proposed, anchored in the principles of subsidiarity, transparency, and human wholeness.

Conclusions: Artificial intelligence can become an ally in Adventist teacher formation only under three conditions: specific training in critical algorithmic literacy; development of institutional ethical protocols preserving Adventist educational identity; and unconditional safeguarding of the person-to-person educational encounter as the irreducible core of pedagogical praxis that cultivates both minds and hearts.