artificial intelligence (AI) in teaching practice

Abstract

We address artificial intelligence (AI) in the Peruvian educational context, exploring perceptions, opinions, challenges, and opportunities. Through an online survey that collected data from 90 teachers, we gathered information on gender, age, years of teaching experience, and the educational level they teach. This information was used to analyze perceptions, understanding of basic concepts, familiarity with AI tools, integration into lesson planning, knowledge of AI tools specifically designed for education, the usefulness of AI as support for teaching, time savings in administrative tasks, and the creation of educational materials and resources. The results showed that 47.8% of teachers view the integration of AI in education positively but cautiously, while 40% have a very positive and enthusiastic attitude. It was also found that 37.8% of teachers consider a lack of training or knowledge on how to use AI to be a barrier to its adoption. When asked, "What factors would motivate you to use more AI in your teaching practice?" 36.7% responded that there should be ongoing, practical training on how to use AI tools. The findings highlighted the crucial role the state, through its decentralized agencies, must play in defining clear educational policies to ensure the sustainable and progressive ethical and effective use of AI in teaching practice for the country's educational development.