The rapid development of artificial intelligence (AI) has brought about significant changes in education, creating new opportunities and concerns, especially in the context of literature courses in secondary education. This study explores the views of philologists on the use of AI in teaching modern Greek language and literature, emphasizing the ethical challenges that arise and the extent to which AI affects students' critical and creative thinking and academic performance.

The theoretical framework of this research is based on the constructivist view of learning, which emphasizes the student's active role in constructing meaning through authentic tasks and reflective engagement. It highlights the need for a balanced approach to integrating artificial intelligence into the educational process, especially in the teaching of literature, to avoid risks of cognitive passivity. Therefore, artificial intelligence is seen both as a potentially powerful educational tool and as a challenge to the cultivation of intellectual autonomy and original thinking.

This study examines how artificial intelligence tools can promote or hinder the cultivation of critical interpretation of literary texts and the development of creativity in producing them. It also discusses key ethical dilemmas, such as the authenticity of students' work, the reliability of content created by artificial intelligence, and the responsibilities of teachers in guiding the ethical use of artificial intelligence. In addition, the concern that algorithmically generated content may normalize standardized interpretations at the expense of detailed thinking is critically examined.

The methodology adopted is qualitative and includes semi-structured interviews with seven philologists who teach modern Greek language and literature in public secondary schools. The aim is to record philologists' experiences, pedagogical thoughts, and ethical concerns in light of students' increasing engagement with artificial intelligence.

The research examines:
a) teachers' perceptions of the educational benefits and risks of artificial intelligence tools in tasks involving comprehension and the creation of their texts,
b) changes observed in students' critical-creative thinking and school performance, and
c) ethical issues related to students' authenticity, originality, and initiative.

The expected results include mapping teachers' positions, identifying the key differences between artificial intelligence's facilitation and overreliance on it, and proposing pedagogical-ethical frameworks that leverage artificial intelligence in ways that enhance, rather than undermine, critical and creative abilities. The study aims to contribute to the ongoing scientific dialogue on artificial intelligence in language education and provide practical information for developing informed, ethically sound educational practices in the digital age.

Keywords: Artificial Intelligence, critical and creative thinking, ethical challenges, teaching Modern Greek Language and Literature, Secondary Education.