AMBIVALENCE OF ARTIFICIAL INTELLIGENCE: FAKE NEWS AND MEDIA EDUCATION IN BASIC EDUCATION

The growing dissemination of disinformation and fake news, amplified by generative Artificial Intelligence (AI) models, poses a critical challenge to education, information management, and social cohesion. This study investigates the role of media literacy as a strategy to mitigate these impacts, with an emphasis on strengthening critical thinking and digital resilience among primary and secondary students. The objective was to map and analyze the scientific literature addressing the intersection between AI, disinformation, and media literacy, identifying trends, gaps, and opportunities for research. A Systematic Literature Review was conducted following the PRISMA protocol. Searches in Lens.org and Scopus databases yielded 4,843 articles. After applying inclusion and exclusion criteria, the 20 most cited and relevant studies were selected. The final corpus was analyzed through lexicometric techniques using Iramuteq software, which enabled the identification of thematic patterns and conceptual relationships. The results revealed four central categories: (i) Ethics and Principles in AI in Education, (ii) Digital Well-being and Learning Outcomes, (iii) Governance and Regulation of AIED, and (iv) Fake News and Disinformation. Correspondence factor analysis indicated that discussions on disinformation are strongly linked to technological and algorithmic dimensions, while ethical concerns, although fundamental, remain weakly integrated into educational practices. The study concludes that integrating technological innovation, ethics, and pedagogical strategies is essential to address contemporary challenges. Media literacy emerges as a strategic element for promoting critical and responsible education in the digital age