Abstract

The advancement of Artificial Intelligence (AI) and digital platforms in education is fostering a new wave of global digital educational reforms, driven by technosolutionist ideologies that are transforming education. These changes are materializing through sociotechnical imaginaries that shape the future of education. In this context, this study critically analyzes the ideology embedded in the Chilean sociotechnical imaginary of educational digital transformation and its effects on the teaching profession.Critical Discourse Analysis (CDA) is employed, combining Van Dijk’s ideological approach with the sociocultural perspectives of Fairclough and Wodak. The analysis examines official documents, political discourses, and Chilean educational projects related to digitalization. The findings reveal a discursive framework that establishes processes of digital alienation for teachers through: a) a mandatory professional reconversion focused on the acquisition of digital competencies; b) a loss of control over pedagogical tools due to the imposition of EdTech platforms; and c) mechanisms of real-time surveillance and accountability, implemented through digital platforms such as the Libro de Clases Digital. The study concludes that the Chilean sociotechnical imaginary, behind a technosolutionist discourse, not only redefines education but also establishes new forms of labor alienation within the teaching profession. Copyright (c) 2025 Hernán Mateluna Estay. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.