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This paper endeavors to delineate the current landscape of AI tools’ utilization in aiding the creation of educational content among elementary and middle school teachers. Employing a transversal, descriptive, and propositional methodology, descriptive statistics were employed for data analysis, complemented by a literature review to contextualize within existing experiences. Data was gathered from the Educational Unit “Eugenio Espejo” in Cuenca, Ecuador, involving 32 teachers who completed a survey structured to assess key methodologies, encountered difficulties, and AI tool usage. Results reveal that project-based learning (65.63% of participants) and group work (62.5%) were primary methodologies, with 87% dedicating five to ten or more hours weekly to class planning, while 72% had never used AI tools. Literature suggests AI’s potential to address teachers’ daily challenges, advocating for proper training and innovative design to enhance efficiency and serve as invaluable support for educators.

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State of the Art of Artificial Intelligence Applied in the Educational Field: An Initial Review and a Pilot Study of Ecuadorian Teachers’ Perceptions

  • 会议论文

  • 发表日期：

    2025年

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  • María Fernanda Mena-Salcedo,
  • Vladimir Robles-Bykbaev,
  • Yaroslava Robles-Bykbaev

摘要

This paper endeavors to delineate the current landscape of AI tools’ utilization in aiding the creation of educational content among elementary and middle school teachers. Employing a transversal, descriptive, and propositional methodology, descriptive statistics were employed for data analysis, complemented by a literature review to contextualize within existing experiences. Data was gathered from the Educational Unit “Eugenio Espejo” in Cuenca, Ecuador, involving 32 teachers who completed a survey structured to assess key methodologies, encountered difficulties, and AI tool usage. Results reveal that project-based learning (65.63% of participants) and group work (62.5%) were primary methodologies, with 87% dedicating five to ten or more hours weekly to class planning, while 72% had never used AI tools. Literature suggests AI’s potential to address teachers’ daily challenges, advocating for proper training and innovative design to enhance efficiency and serve as invaluable support for educators.