Analysis of social imaginaries in Terminator and their connection to artificial intelligence in contemporary education

Abstract

This study explores how the film Terminator (1984) has influenced social perceptions of artificial intelligence (AI), particularly within the educational sphere. Forty years after its release, Terminator remains relevant not only for its impact on science fiction cinema but also for how it embodies fears and hopes surrounding a future dominated by technology. An interdisciplinary approach is employed, combining film analysis with the concept of social imaginaries, to examine how these have evolved and how they influence the adoption of AI in contemporary education. The study is grounded in a qualitative and hermeneutic analysis of specific scenes from the film, identifying three key categories: technological domination, the myth of the redeemer, and the ethics and aesthetics of AI. Through these categories, the influence of Terminator on current perceptions of technology and its integration into educational processes is analyzed. The conclusions suggest that while AI offers new opportunities in education, it is crucial to approach its adoption with a critical perspective that avoids the dehumanization of the educational process, balancing the use of technology with the preservation of essential values.