Introduced by Dr Cristina Monforte, vice-rector for Academic Planning, Teaching Staff and Quality, the event sought to address a growing concern in academia: how to harness the potential of AI without jeopardising students’ cognitive development and critical thinking.

In Dr Pujol’s words, "AI can be the main enemy of intellectual development, but it can also become a good ally." This entails a profound change in assessment criteria and in the role of the lecturer, who becomes a facilitator of a deeper and more conscious learning experience.

During his talk, Pujol warned of the effects of AI on what he called "cognitive debt": a reduction in effort, time and acquired knowledge when students use assistants such as ChatGPT to complete tasks without clear pedagogical guidance.

According to Pujol, this creates inequalities and negative incentives in learning: "When we fail to integrate AI properly, we reward those who do not know and penalise excellence." In response, the EurekAI proposal is clear: focus on methodologies that promote the formulation of questions – not just the search for answers – and that encourage reflection, such as problem-based learning, challenge-based work, the flipped classroom, the case method or debate.

The EurekAI guide, now available for download, is structured around four aspects: pedagogical reflection, teaching practice, student training and the professional development of teaching staff. The model offers resources and guidance to review, avoid, preserve and promote teaching practices in the age of AI. As the speaker emphasised, "Integration does not mean introducing AI everywhere, but doing so with sense and pedagogical rigour.”

The VOAPQ underlined the strategic importance of this training session for the future of the institution and thanked the teaching staff for attending. The critical and transformative integration of artificial intelligence in the classroom is emerging as one of the most important challenges and opportunities for university teaching in the coming years.