The research presented here explores the intersection between biopedagogy, artificial intelligence and enactivism, outlining a new theoretical and operational space in which education is once again conceived as a living system, capable of combining the organic dimension of life with the artificial dimension of intelligence. The contribution is rooted in the European medical-pedagogical tradition and, through an empirical mixed-methods survey conducted on 540 education professionals, attempts to answer a crucial question for contemporary pedagogy: can the integration of physicality, technology and care generate more inclusive, personalised and sustainable educational models? The analysis of the data shows that artificial intelligence, if accompanied by ethical and reflective principles, can be considered a valuable aid to biopedagogy and, with it, to the embodied paradigm, favouring the genesis of a “surgical pedagogy” that does not replace the human part but echoes it, putting relationships, presence and experience back at the centre of educational action.