The advent of Artificial Intelligence has revolutionized various industries; however, the field of education remains among the most delayed. Education must be restructured to integrate artificial intelligence tools, a critical step toward preparing students to navigate an increasingly digital and automated world.

The integration of artificial intelligence (AI) tools in academic activities presents an invaluable opportunity for students to develop key competencies such as analytical and critical thinking skills. In today’s digital age, where the volume of available data is overwhelming, it is crucial that students acquire the necessary skills to understand, evaluate, and effectively utilize this information.

Beside the use of these AI tools, it is essential to develop a space that promotes the critical discussion and interpretation of the results obtained. While artificial intelligence is powerful in processing information and generating conclusions, it can also present significant limitations and biases. Therefore, it is essential for students to question the validity of these outputs and to consider external variables not identified by the technology.

The educational innovation presented here combines two of the main emerging technologies of recent years: artificial intelligence and collaborative social networks. This initiative leverages the potential of both to enhance student learning by fostering reasoning skills for complexity and digital transformation. Additionally, it aims to enhance learning, foster innovation, and prepare students to become leaders in a technology-driven world.

As a result, an educational innovation named “Smart Minds Forum” was implemented, aiming to put into practice the use of emerging AI technology while creating a space that encourages collaborative exchange and discussion. This forum seeks to amplify student learning and prepare them to be informed and responsible citizens in a technology-driven society.

The “Smart Minds Forum” consists of three main stages:
1. Use of the Artificial Intelligence Tool “PlaneaBot”: Each student was assigned a topic reviewed in the modules of “Strategy and Talent” subjet, which they would then research through the AI tool. It is important to note that “Planeabot” was chosen due to its operation via WhatsApp, significantly reducing the learning curve for those unfamiliar with more complex technologies.
2. Analysis and complement of Information Generated by “PlaneaBot”: Among the options provided by “Planeabot” is an “explainer” feature that simplifies difficult concepts. Students used this function to receive responses from the tool. Once students had the AI-generated information, they analyzed it and complemented it with knowledge acquired in class.
3. Peer Feedback and Discussion: Students were required to read, review, and comment on their peers’ contributions, integrating various perspectives and knowledge developed in the subject.

The Canvas discussion forum became a Collaborative Social Network, encouraging students to actively engage in their learning and assume a central role in the process. The notable aspect of this educational innovation is the integration of AI tools into the teaching-learning process, enabling students to validate that the information provided is incomplete, thus empowering and motivating them by recognizing their analytical and critical thinking abilities.

Keywords: Emerging technologies, collaborative social networks, artificial intelligence, educational innovation, higher education.