The Artificial Intelligence and Teaching in Basic Education in North Lima, 2025
DOI:
https://doi.org/10.18050/revucvhacer.v14n2a3Keywords:
Artificial intelligence, Basic education, Primary, Teaching, Inclusive educationAbstract
This study examines the impact of artificial intelligence (AI) on teaching within basic education, specifically in primary
education, in Lima Norte, aligned with Sustainable Development Goal (SDG) 4: Quality Education. Using a quantitative approach and a non-experimental correlational design, data were collected from 108 teachers in private institutions through a Likert-type questionnaire. The results show that AI has great potential to personalize learning, adapting it to students’ individual needs, optimizing teaching time by utomating repetitive tasks, and facilitating classroom
work. Additionally, AI promotes inclusive education by allowing students with different needs to access adapted
materials. However, key challenges exist, such as the lack of adequate teacher training and limitations in technological infrastructure. Despite these obstacles, it is concluded that artificial intelligence does not replace teachers but
complements them. This allows them to focus on essential aspects of the educational process, such as the integral and personalized development of students, improving the overall quality of education and promoting inclusive and accessible learning for all.
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Copyright (c) 2025 Tatiana Ly Esther Aguirre Zuñiga, Juana Huaman Donayre, Luz María Betsabé Martinez Yoplac, Diana Magdalena Moreno Ormachea, Blanca Mercedes Rosillo Ocaña, Monica Lorenza Vega Catpo
This work is licensed under a Creative Commons Attribution 4.0 International License.
