Rethinking digital literacy with AI: experiences and meanings in secondary education. Salta-Argentina

Abstract

This article presents initial findings from the CIUNSa Research Project No. 2897/0 Type A, titled “A study on AI and the integration of digital technologies in secondary and higher education in the city of Salta: public policies, inequalities, and challenges (2024-2027).” Within this framework, we analyze experiences and perceptions related to AI among secondary school students in Salta during 2025, aiming to reflect on Media and Information Literacy from pedagogical, ethical, and political dimensions. Drawing from a critical perspective on technology (Feenberg, 2005), we propose a mixed-method approach based on surveys, problematizing the role of digital technologies in the classroom and the pending role of state policies.