Teachers´ perception towards the integration of artificial intelligence tools in the educational process
Abstract
Introduction: The integration of Artificial Intelligence (AI) in education has transformed pedagogical practices, offering new perspectives for personalized teaching. However, at the Raymundo Aveiga Educational Unit (Chone, Ecuador), limited adoption and understanding by teachers was evident, generating resistance and underutilization of its pedagogical potential. Materials and methods: A mixed-methods study was conducted over four months (December 2025–March 2026). The purposive sample included 25 teachers and 3 administrators. Structured surveys (Likert scale), semi-structured interviews, and direct observation of 5 teaching activities were used, with triangulation of methods and sources. Results: 60% of teachers expressed disagreement with their preparedness to integrate AI tools; 88% identified the lack of training as the main obstacle. Only 32% had used AI in their teaching practice (ChatGPT and Copilot), limited to generating questionnaires and conducting online searches. Fifty-two percent recognize potential benefits (personalized learning), but uncertainty prevails. Observations showed that 60% use AI in planning, but only 20% personalize activities, and none use it for assessment. School administrators (100%) are willing to provide training, but acknowledge the lack of clear institutional policies. A structured strategy was designed in four phases (awareness, training, classroom application, evaluation, and continuous improvement). Discussion: The findings align with international studies that identify a lack of teacher training and institutional support as the main barriers to integrating AI into education. Conclusions: Teachers recognize the potential benefits of AI, but face limitations in preparation, access, and pedagogical clarity. The proposed strategy seeks to strengthen its systematic integration through training and institutional support.
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