• Verónica Leonor Cadena Cortés

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This article analyzes the teacher's role as a mediator in the learner's construction of knowledge, drawing on the pedagogical proposal developed by Tapia (2026) in The Role of the Teacher in the AI Era: Facilitating Learning for the Learner. Adopting a qualitative, descriptive, and constructivist approach, the study examines the interplay between the student's cognitive processes and the teacher's pedagogical-didactic mediation within educational contexts mediated by artificial intelligence (AI) and research. The analysis identifies a key finding: the compatibility between the knowledge construction process—comprising prior experience, reflection, conceptualization, and application—and the stages of the lesson process—objective, task, transfer, systematization of experience, sharing of results, and formative assessment. Furthermore, the study demonstrates that the teacher's instructional mediation of the task guides the critical use of AI and research toward the systematization of experiences and the transfer of competencies to solve diverse problems. The results support the view that the teaching role transcends mere content transmission, taking the form of cognitive, pedagogical, and didactic mediation. The article concludes that this proposal fosters a learner-centered conception of learning, wherein the construction of knowledge becomes meaningful when it can be applied critically and responsibly to professional demands and the transformation of the learner's social environment.

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