Assessment in virtual higher education in the face of artificial intelligence

The paper presents a phenomenological perspective of contemporary higher education and the challenge posed by the use of artificial intelligence in assessment processes within virtual programs. This analysis decisively leads to a critical construction of the current stance education has adopted. In this regard, it proposes an alternative approach that highlights the original notions of Paideia and Bildung as elements that artificial intelligence cannot provide to students in their evaluation process. The paper emphasizes the need to reorient the test and activity design process that certifies students in their knowledge. This involves tapping into the structural characteristics of human beings where machines lack inherent qualities. This approach positions artificial intelligence as a support