Integración responsable de la inteligencia artificial en la educación básica: retos y oportunidades para los docentes

Abstract

This study analyzes the integration of artificial intelligence (AI) in a general basic education school, focusing on its fundamentals, ethical principles, social impact, and the preparedness of the educational community for its implementation. A quantitative descriptive methodology was used through surveys applied to 70 teachers, allowing the collection and analysis of objective data on knowledge, usage, perceptions, and training regarding AI. Results indicate that most teachers have a basic understanding of artificial intelligence, although less than half apply it in their pedagogical practices, revealing a gap between theory and practice. Regarding ethics, while there is awareness of the need for responsible AI use, only a minority feel prepared to face the ethical dilemmas it entails. The perception of social impact is mostly positive, highlighting AI’s ability to personalize learning and improve educational quality, although some teachers express concerns about the potential dehumanization of the educational process. Additionally, although teachers value the training provided by the Ministry of Education, there is a need to strengthen and expand these programs to ensure effective and safe implementation. In conclusion, AI holds transformative potential for basic education, but its responsible adoption requires improving teachers’ technical and ethical training, thereby ensuring a balance between technological innovation and the fundamental role of the teacher in the educational process.