Digital literacy in teaching and communication: applications of generative artificial intelligence

Abstract

This article analyzes the possibilities of using generative artificial intelligence in the fields of education and communication, with an emphasis on promoting digital literacy among teachers and advertisers. The study is based on the growing impact of digital technologies and the need for ethical and critical training for their use. Its main objective is to contribute to the digital literacy of educators and communicators regarding the use of these tools. Specifically, it seeks to identify applications of generative AI in educational and communicational contexts, explore their strategic potential, assess their limitations, and foster more effective pedagogical and communicational practices. The theoretical framework draws on authors such as Coscarelli, Rojo, Kaufman, and Santaella, discussing concepts of digital literacy, generative AI, and technological ethics. The adopted methodology is qualitative, exploratory in nature, and structured in four main stages: literature review, tool mapping, practical implementation, and result analysis. Three generative AI platforms - ChatGPT, Duolingo, and Shakker.ai - were selected and analyzed according to criteria such as accessibility, functionality, and pedagogical applicability. The results indicate that these tools, when used critically and strategically, can expand teaching and communication possibilities, fostering more interactive, personalized, and creative practices. Furthermore, the analysis highlights the importance of ethical and critical use of these technologies, considering risks such as data bias, cultural limitations, and issues of digital authorship. It is concluded that technical mastery combined with ethical training is essential for the effective use of these technologies, and further empirical studies in educational and advertising contexts are recommended.