Artificial intelligence and emerging technologies in personalized learning
DOI:
https://doi.org/10.71112/7z74xs42Keywords:
artificial intelligence, emerging technologies, personalized learning, public education, digital divideAbstract
This research analyzes the incorporation of artificial intelligence (AI) and emerging technologies into personalized learning within public institutions of basic, higher, and high school education in Ecuador. The study used a mixed-method approach, using surveys and interviews with teachers and students to identify perceptions, technological conditions, teacher training, and existing barriers. The results reveal that, although there is interest from the educational community, the implementation of AI-based tools is still limited due to limited teacher training and unequal access to technological resources. It was evident that students recognize the potential of these technologies to improve their learning, while teachers express the need for specific training to integrate them pedagogically. It is concluded that the effective use of AI requires inclusive educational policies, sustained investment in infrastructure, and an ethical framework that guarantees data protection. This research provides relevant evidence to strengthen educational innovation processes aimed at equity and personalized learning in the public system.
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