From the school library to generative AI: creative learning, educational podcasts and data governance in Basic Education

Abstract

This article analyzes how Generative Artificial Intelligence (GAI) can be integrated into pedagogical practices developed within the school library, understood as an expanded learning environment aligned with the dynamics of the contemporary digital culture. Based on a qualitative approach supported by documents such as scripts, ethical procedures, and student perception instruments, the study discusses the potential of GAI to assist processes of planning, authorship, revision, and multimodal production, particularly in activities involving podcast creation. The analysis highlights that, although GAI can enrich students’ cognitive and creative processes, its pedagogical use depends on intentional mediation, ethical transparency, and strict data protection practices, especially when working with minors. The results demonstrate that the school library, when structured as a collaborative learning space, can function as a safe environment for experimentation with emerging technologies, contributing to creative learning and digital literacy. However, the study also identifies risks related to privacy, authorship homogenization, and digital inequality. It concludes that GAI can strengthen learning when integrated into robust instructional designs, combined with methodologies such as creative learning and Gagné’s hierarchy of learning, and anchored in institutional governance and informed consent procedures.