Transformaciones educativas impulsadas por la inteligencia artificial: Análisis crítico desde la percepción docente en la educación básica

Abstract

This study examines basic education teachers’ perceptions of artificial intelligence (AI) in teaching and learning processes, aiming to identify opportunities, limitations, and challenges for its effective pedagogical integration. Using a qualitative approach with a phenomenological design and semi-structured interviews conducted with 12 teachers, the findings reveal that AI is primarily valued as an instrumental tool for personalizing learning, generating materials, and automating routine tasks. However, this valuation is based on fragmented knowledge, leading to a superficial and functionalist integration. An ambivalent form of resistance also emerges, linked to the lack of specialized training, the absence of contextualized models, and fears of educational dehumanization. Ethical concerns play a central role: teachers view AI as a complement rather than a substitute for affective relationships, pedagogical mediation, or emotional support. They also highlight risks such as technological dependence, weakening of critical thinking, and unequal access. The results suggest that the effective and responsible integration of AI requires continuous professional development, ethical guidance, inclusive policies, and pedagogical models that reinforce the teacher’s role. The study concludes that AI can enhance educational innovation, provided it remains grounded in a humanistic and critical perspective.