Artificial intelligence in primary and secondary education in Ecuador
DOI:
https://doi.org/10.33936/isrtic.v8i2.7056Keywords:
Artificial intelligence, education, internet access, digital inequality, teacher training, government policiesAbstract
This study focuses on evaluating the feasibility of incorporating artificial intelligence (AI) into the academic curricula of primary and secondary educational institutions in Ecuador. To achieve this, an analysis of statistical data available on the official website of Ecuador's Ministry of Education was conducted, covering the academic periods from 2009-2010 to 2022-2023. The research includes variables such as enrollment numbers broken down by gender, in public, municipal, and private institutions, as well as internet access, providing a detailed and differentiated overview at the national, provincial, cantonal, and parish levels. During the 2022-2023 academic period, 2,146,920 women were enrolled, representing 49.67% of the student body, while 2,175,218 men were enrolled, representing 50.33%. This balance indicates that access to education in Ecuador is equitable between both genders. It was also found that 7,935 educational institutions, representing 49.60%, have internet access, while 8,062 institutions, representing 50.40%, do not. Finally, the study reveals a decrease in the number of educational institutions, highlights the inequality in internet access among schools, and emphasizes the need to train teachers in the use of AI. This suggests the necessity for new government policies to promote a more interactive and digitally adapted educational model, preparing students for a technologically competitive future.
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Copyright (c) 2024 Roberto Wellington Acuña Caicedo, Christian Ruperto Caicedo Plúa, Antonieta del Carmen Rodríguez Gonzalez, Lenin Jonatan Pin Garcia
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