The Artificial Intelligence and Postdigital Education in the Infosphere

The contemporary educational landscape is undergoing a radical transformation characterized by the transition from the Gutenberg Parenthesis to the fluid complexity of the Infosphere. This study proposes a novel pedagogical framework that conceptualizes the integration of Artificial Intelligence in education as an epistemological shift based on the logic of the palimpsest. Beyond the binary discourse of efficiency versus integrity, this research analyzes the classroom as a stratified site where knowledge is reconstructed through the superposition of algorithmic and human layers. The methodology combines a hermeneutic analysis of AI architectures, specifically adapting the U-Net convolutional network structure as a heuristic isomorphism for curricular design, with a prospective modeling of institutional data regarding AI adoption. The findings, visualized through the assimilation gap and a theoretical efficacy model, suggest that treating AI outputs as digital palimpsests significantly reduces hallucination rates while restoring critical authorship. This stratified reading strategy transforms the faculty into a postdigital curator, ensuring that the human trace remains visible within the synthetic archives of the future.