Teachers' perceptions on the use of artificial intelligence to support teaching strategies in current education
DOI:
https://doi.org/10.70577/asce.v5i2.847Keywords:
Artificial intelligence; teaching strategies; teacher perception; teacher training; current education.Abstract
This article aims to analyze teachers’ perceptions of the use of artificial intelligence as a support for teaching strategies in current education. The research was developed under a quantitative, descriptive approach, with a non-experimental and cross-sectional design. For data collection, a multiple-choice survey was applied to a sample of 80 teachers in order to identify their level of knowledge, use, perceived benefits, challenges, and training needs regarding the integration of artificial intelligence into pedagogical practice.
The results show that most teachers are familiar with artificial intelligence tools applied to education and have used some of them in their teaching work. Likewise, AI was mainly perceived as a useful resource for creating activities, planning lessons, making teaching more dynamic, and saving time. However, important challenges were also identified, such as lack of knowledge about tools, insufficient teacher training, inappropriate use by students, and limitations in technological access. It is concluded that artificial intelligence represents an opportunity to strengthen teaching strategies, provided that its incorporation is accompanied by teacher training, pedagogical guidance, and ethical criteria for responsible use.
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References
Miao, F., & Holmes, W. (2023). Guidance for generative AI in education and research. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000386693
Miao, F., & Cukurova, M. (2024). AI competency framework for teachers. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000391104
Organización para la Cooperación y el Desarrollo Económicos. (2025). Preparing teachers for digital education: Continuing professional learning on digital skills and pedagogies. OECD Publishing. https://doi.org/10.1787/af442d7a-en DOI: https://doi.org/10.1787/af442d7a-en
UNESCO. (2023). Guidance for generative AI in education and research. UNESCO. https://www.unesco.org/en/articles/guidance-generative-ai-education-and-research
UNESCO. (2024). AI competency framework for teachers. UNESCO. https://www.unesco.org/en/articles/ai-competency-framework-teachers
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Copyright (c) 2026 Ruth Maribel Gallegos Tandazo , Zoila Raquel Herrera Soto , Sandra Elizabeth Narváez Cañar , Juan Daniel Sarmiento Calva , Delia María Ureña Ureña
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