This chapter explores the educational potential of generative and dialogic artificial intelligence in primary and secondary schools, with a focus on the social studies field. In an era marked by information disorder and the transformation of communicative ecosystems, AI is analyzed as a technology capable of profoundly affecting cognitive, relational, and epistemic processes. After a cultural and pedagogical framing, the text examines the implications of AI in the formation of critical thinking, digital citizenship, and identity construction in digital environments such as social media. Dialogical models and educational applications, drawn from concrete project experiences, are presented to illustrate how appropriately specialized Socratic approaches and media literacy strategies can be integrated into educational pathways. The redesign path necessary to adapt such models, which originated in advanced contexts, to the cognitive and relational needs of developmental students is then discussed. The chapter concludes by reiterating the importance of informed design, critical teacher training and collaboration between school, research and educational technology for sustainable integration of artificial intelligence.