Educating for Artificial Intelligence in the Digital Society: Pedagogical Perspectives for Critical and Sustainable Citizenship

The digital transformation characterizing contemporary society, significantly accelerated by the Covid-19 pandemic, has profoundly affected educational contexts, calling into question teaching models, educational practices, and the very aims of education. In this scenario, Artificial Intelligence (AI) emerges as one of the most pervasive and ambivalent technologies, capable of influencing not only teaching and learning processes but also social, cultural, economic, and environmental dynamics. This contribution offers a pedagogical reflection on education for Artificial In-telligence, situating it within a systemic and ecological perspective that conceives the relationship between human beings, the environment, and technology as a complex and interdependent network. Digital education is interpreted not merely as the ac-quisition of technical or instrumental skills, but as an educational pathway oriented toward the development of critical thinking, ethical awareness, and digital citizenship. Particular attention is paid to issues of algorithmic citizenship, transparency and explainability of intelligent systems, social inclusion, and sustainability. In conclusion, the strategic role of schools and teacher education is emphasized in fostering critical and re-sponsible competencies, which are essential for consciously inhabiting the complexity of contemporary digital society.