Between Innovation and Caution: Teachers’ Voices on Artificial Intelligence in Secondary Education
DOI:
https://doi.org/10.5281/zenodo.15659239Keywords:
artificial intelligence, secondary education, teachers, educational ethics, professional autonomyAbstract
This interpretative qualitative study explores the perceptions, experiences, expectations, fears, and ethical stances of high school teachers in the city of Cuenca, Ecuador, regarding the integration of artificial intelligence (AI) in secondary education. Based on ten in-depth interviews, the study analyzes teachers’ representations of AI use, its impact on lesson planning, professional autonomy, the educational relationship with students, and the institutional challenges to its implementation. The findings reveal that while most teachers value AI for its immediate functional benefits — such as the optimization of planning, personalized learning, and increased student motivation — these perceptions contrast with recent scientific evidence warning of significant risks, including the decline of critical thinking, erosion of autonomy, technological dependence, and limited effects on actual academic performance. Furthermore, the study identifies a marked structural gap between teachers’ individual capacities and the limited institutional, regulatory, and training conditions for a critical and equitable integration of AI. It concludes that the pedagogical use of these technologies requires intentional planning, technical and ethical teacher training, clear regulatory frameworks, and active methodologies that promote students’ cognitive agency.
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Copyright (c) 2025 Nelly Márquez-Márquez, Isabel Guamán-Villa, Ruth Peñafiel-Jurado
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