Entre la innovación y la cautela: voces docentes sobre la inteligencia artificial en la educación secundaria
DOI:
https://doi.org/10.5281/zenodo.15659239Palabras clave:
inteligencia artificial, educación secundaria, docentes, ética educativa, autonomía profesionalResumen
Este estudio cualitativo interpretativo explora las percepciones, experiencias, expectativas, temores y posicionamientos éticos de docentes de bachillerato en la ciudad de Cuenca, Ecuador, frente a la integración de la inteligencia artificial (IA) en la educación secundaria. A partir de diez entrevistas en profundidad, se analizan las representaciones docentes sobre el uso de la IA, su impacto en la planificación, la autonomía profesional, la relación educativa con los estudiantes y los desafíos institucionales para su implementación. Los hallazgos muestran que, si bien la mayoría de los docentes valora la IA por sus beneficios funcionales inmediatos —como la optimización de la planificación, la personalización del aprendizaje y la motivación estudiantil—, estas percepciones contrastan con evidencia científica reciente que alerta sobre riesgos significativos, como la disminución del pensamiento crítico, la erosión de la autonomía, la dependencia tecnológica y efectos limitados en el rendimiento académico real. Además, se identifica una brecha estructural marcada entre las capacidades individuales de los docentes y las limitadas condiciones institucionales, normativas y formativas para una integración crítica y equitativa de la IA. Se concluye que el aprovechamiento pedagógico de estas tecnologías requiere una planificación intencionada, formación docente técnica y ética, marcos regulatorios claros y metodologías activas que promuevan la agencia cognitiva del estudiante.
Descargas
Citas
Ahmad, S., Alam, M., Rahmat, M., Mubarik, M. y Hyder, S. (2022). Academic and administrative role of artificial intelligence in education. Sustainability, 14(3), 1101. https://doi.org/10.3390/su14031101
Ahmad, S., Rahmat, M., Mubarik, M., Alam, M. y Hyder, S. (2021). Artificial intelligence and its role in education. Sustainability, 13(22), 12902. https://doi.org/10.3390/su132212902
Akgun, S. y Greenhow, C. (2022). Artificial intelligence in education: Addressing ethical challenges in K-12 settings. AI and Ethics, 2(431-440). https://doi.org/10.1007/s43681-021-00096-7
Al-Zahrani, A. (2024). Unveiling the shadows: Beyond the hype of AI in education. Heliyon, 10(9). https://doi.org/10.1016/j.heliyon.2024.e30696
Antonenko, P. y Abramowitz, B. (2023). In-service teachers’ (mis)conceptions of artificial intelligence in K-12 science education. Journal of Research on Technology in Education, 55(1), 64-78. https://doi.org/10.1080/15391523.2022.2119450
Apolo, D., Estrada, A., Fernández, D. y Mansutti, A. (2024). La inteligencia artificial y su aplicabilidad en la educación escolarizada ecuatoriana. Boletín Observatorio UNAE, 6, 6-22. Universidad Nacional de Educación del Ecuador (UNAE).
Avello Sáez, D., Lucero-González, N. y Villagrán, I. (2024). Desarrollo de una declaración de uso de inteligencia artificial con una perspectiva de integridad académica en educación médica y ciencias de la salud. Revista Médica Clínica Las Condes, 35(5-6), 412-420 https://doi.org/10.1016/j.rmclc.2024.06.003
Barrera Castro, G., Chiappe, A., Ramírez-Montoya, M. S. y Alcántar Nieblas, C. (2025). Key Barriers to Personalized Learning in Times of Artificial Intelligence: A Literature Review. Applied Sciences, 15(6), 3103. https://doi.org/10.3390/app15063103
Calvo Hernandez, F. (2024). Enkvist, Inger (2022). Conocimiento en crisis. Tecnos, 166 pp. Cuadernos De Pensamiento, (37), 407–412. https://revistas.fuesp.com/cpe/article/view/542
Celik, I. (2023). Towards Intelligent-TPACK: An empirical study on teachers’ professional knowledge to ethically integrate artificial intelligence (AI)-based tools into education. Computers in Human Behavior, 138, 107468. https://doi.org/10.1016/j.chb.2022.107468
Chen, L., Chen, P. y Lin, Z. (2020). Artificial Intelligence in Education: A Review. IEEE Access, 8, 75264-75278. https://doi.org/10.1109/ACCESS.2020.2988510
Chiu, T., Meng, H., Chai, C., King, I., Wong, S. y Yam, Y. (2022). Creation and evaluation of a pretertiary artificial intelligence (AI) curriculum. IEEE Transactions on Education, 65(1), 30–40. https://doi.org/10.1109/TE.2021.3085878
Choi, S., Jang, Y. y Kim, H. (2022). Influence of pedagogical beliefs and perceived trust on teachers’ acceptance of educational artificial intelligence tools. International Journal of Human-Computer Interaction, 38(10), 910-922. https://doi.org/10.1080/10447318.2022.2049145
Chounta, I., Bardone, E., Raudsep, A. y Pedaste, M. (2021). Exploring teachers’ perceptions of artificial intelligence as a tool to support their practice in Estonian K-12 education. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-021-00243-5
Cukurova, M., Luckin, R. y Kent, C. (2019). Impact of an artificial intelligence research frame on the perceived credibility of educational research evidence. International Journal of Artificial Intelligence in Education, 30(1), 205-235. https://doi.org/10.1007/s40593-019-00188-w
Darvishi, A., Khosravi, H., Sadiq, S., Gašević, D. y Siemens, G. (2024). Impact of AI assistance on student agency. Computers and Education, 210, Article 104967. https://doi.org/10.1016/j.compedu.2023.104967
Delgado de Frutos, N., Campo Carrasco, L., Sainz de la Maza, M., y Extabe-Urbieta, J. M. (2024). Aplicación de la Inteligencia Artificial (IA) en Educación: Los beneficios y limitaciones de la IA percibidos por el profesorado de educación primaria, educación secundaria y educación superior. Revista Electrónica Interuniversitaria de Formación del Profesorado, 27(1), 207-224. https://doi.org/10.6018/reifop.577211
Dergaa, I., Chamari, K., Zmijewski, P. y Saad, H. B. (2023). From human writing to artificial intelligence generated text: Examining the prospects and potential threats of chatgpt in academic writing. Biology of Sport, 40(2), 615–622. https://doi.org/10.5114/biolsport.2023.125623
Díaz, B., Nussbaum, M., Greiff, S. y Santana, M. (2024). The role of technology in reading literacy: Is Sweden going back or moving forward by returning to paper-based reading?. Computers & Education, 213, 105014. https://doi.org/10.1016/j.compedu.2024.105014
ElSayary, A. (2023). An investigation of teachers' perceptions of using ChatGPT as a supporting tool for teaching and learning in the digital era. Journal of Computer Assisted Learning. https://doi.org/10.1111/jcal.12926
Feng, S. y Law, N. (2021). Mapping artificial intelligence in education research: A network‐based keyword analysis. International Journal of Artificial Intelligence in Education, 31(2), 277-303. https://doi.org/10.1007/s40593-021-00244-4
Ghamrawi, N., Shal, T. y Ghamrawi, N. (2024). Exploring the impact of AI on teacher leadership: regressing or expanding? Education and Information Technologies, 29, 8415–8433. https://doi.org/10.1007/s10639-023-12174-w
Gocen, A. y Aydemir, F. (2020). Artificial intelligence in education and schools. Research on Education and Media, 12(1), 14-21. https://doi.org/10.2478/rem-2020-0003
Joshi, S., Rambola, R. y Churi, P. (2021). Evaluating Artificial Intelligence in Education for Next Generation. Journal of Physics: Conference Series, 1714, 012039. https://doi.org/10.1088/1742-6596/1714/1/012039
Kaplan-Rakowski, R., Grotewold, K., Hartwick, P. y Papin, K. (2023). Generative AI and Teachers’ Perspectives on Its Implementation in Education. Journal of Interactive Learning Research, 34(2), 313-338. https://doi.org/10.1007/s10639-023-12174-w
Kim, J. (2023). Leading teachers' perspective on teacher-AI collaboration in education. Education and Information Technologies, 29, 7281-7301. https://doi.org/10.1007/s10639-023-12109-5
Kim, N. y Kim, M. (2022). Teacher’s perceptions of using an artificial intelligence-based educational tool for scientific writing. Frontiers in Education, 7, 755914. https://doi.org/10.3389/feduc.2022.755914
Leal, R. y Herrera, B. (2009). La constitución de significado en el ámbito de las relaciones intersubjetivas: El acto personal y la acción social. Alpha (Osorno), (28), 135-151. http://dx.doi.org/10.4067/S0718-22012009000100009
Martín-Núñez, J., Ar, A., Fernández, R., Abbas, A. y Radovanović, D. (2023). Does intrinsic motivation mediate perceived artificial intelligence (AI) learning and computational thinking of students during the COVID-19 pandemic?. Computers and Education: Artificial Intelligence, 4, 100128. https://doi.org/10.1016/j.caeai.2023.100128
McGrath, C., Cerratto Pargman, T., Juth, N. y Palmgren, P. (2023). University teachers' perceptions of responsibility and artificial intelligence in higher education: An experimental philosophical study. Computers and Education: Artificial Intelligence, 4, 100139. https://doi.org/10.1016/j.caeai.2023.100139
Morocho-Cevallos, R., Cartuche-Gualán, A., Tipan-Llanos, A., Guevara-Guevara, A. y Ríos-Quiñónez, M. (2023). Integración de la inteligencia artificial en la educación. Ciencia Latina Revista Científica Multidisciplinar, 7(6), 2032-2053. https://doi.org/10.37811/cl_rcm.v7i6.8832
Nazaretsky, T., Ariely, M., Cukurova, M. y Alexandron, G. (2022). Teachers' trust in AI-powered educational technology and a professional development program to improve it. British Journal of Educational Technology, 53(4), 914-931. https://doi.org/10.1111/bjet.13232
Nazaretsky, T., Cukurova, M. y Alexandron, G. (2021). An instrument for measuring teachers’ trust in AI-based educational technology. ACM. https://doi.org/10.1145/3506860.3506866
Peñafiel-Jurado, R., Márquez-Márquez, N. y Guamán-Villa, I. (2024). Inteligencia artificial en la educación: Revisión sistemática de perspectivas, beneficios y desafíos en la práctica docente. South American Research Journal, 4(2), 5–15. https://doi.org/10.5281/zenodo.14507789
Pratama, M., Sampelolo, R. y Lura, H. (2023). Revolutionizing education: Harnessing the power of artificial intelligence for personalized learning. Klasikal: Journal of Education, Language Teaching and Science, 5(2), 350-357. https://doi.org/10.2656-9914
Sanusi, I., Olaleye, S., Oyelere, S. y Dixon. (2022). Investigating learners’ competencies for artificial intelligence education in an African K-12 setting. Computers and Education Open, 3,100083. https://doi.org/10.1016/j.caeo.2022.100083
Sanusi, I., Oyelere, S. y Omidiora, J. O. (2022). Exploring teachers' preconceptions of teaching machine learning in high school: A preliminary insight from Africa. Computers and Education Open, 3, 100072. https://doi.org/10.1016/j.caeo.2021.100072
Sumakul, D., Hamied, F. y Sukyadi, D. (2022). Artificial intelligence in EFL classrooms: Friend or foe? LEARN Journal: Language Education and Acquisition Research Network, 15(1), 232-256. https://so04.tci-thaijo.org/index.php/LEARN/index
Talan, T. (2021). Artificial Intelligence in Education: A Bibliometric Study. International Journal of Research in Education and Science, 822-837. https://doi.org/10.46328/IJRES.2409
Trisnawati, W., Putra, R. y Balti, L. (2023). The Impact of Artificial Intelligent in Education toward 21st Century Skills: A Literature Review. PPSDP International Journal of Education, 2(2), 501-513. https://doi.org/10.59175/pijed.v2i2.152
Vieriu, A. y Petrea, G. (2025). The Impact of Artificial Intelligence (AI) on Students’ Academic Development. Education Sciences, 15(3), 343. https://doi.org/10.3390/educsci15030343
Walter, Y. (2024). Embracing the future of Artificial Intelligence in the classroom: the relevance of AI literacy, prompt engineering, and critical thinking in modern education. International Journal of Educational Technology in Higher Education, 21(1), 15. https://doi.org/10.1186/s41239-024-00448-3
Xu, Z. (2024). AI in education: Enhancing learning experiences and student outcomes. Applied and Computational Engineering, 51(1), 104-111. https://doi.org/10.54254/2755-2721/51/20241187
Yau, K., Chai, C., Chiu, T., Meng, H., King, I. y Yam, Y. (2023). A phenomenographic approach on teacher conceptions of teaching Artificial Intelligence (AI) in K-12 schools. Education and Information Technologies, 28, 1041–1064. https://doi.org/10.1007/s10639-022-11161-x
Zawacki-Richter, O., Marín, V., Bond, M. y Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators?. International Journal of Educational Technology in Higher Education, 16. https://doi.org/10.1186/s41239-019-0171-0
Zhai, C., Wibowo, S. y Li, L. (2024). The effects of over-reliance on AI dialogue systems on students' cognitive abilities: a systematic review. Smart Learn. Environment, 11(28). https://doi.org/10.1186/s40561-024-00316-7
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2025 Nelly Márquez-Márquez, Isabel Guamán-Villa, Ruth Peñafiel-Jurado
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
