Teacher perceptions and use of artificial intelligence in the Ecuadorian educational context

Authors

Keywords:

Teacher perception, artificial intelligence, pedagogical integration, technology use

Abstract

Teacher perception is understood as the process through which educators assign meaning to situations and stimuli within the educational environment. Artificial intelligence (AI), in turn, is defined as a multidisciplinary branch of computer science focused on the development of systems capable of performing activities that typically require human cognitive abilities, such as pattern recognition, language comprehension, decision-making, and problem-solving. This study aimed to analyze the relationship between teacher perceptions and the use of artificial intelligence in an Ecuadorian educational context. A quantitative approach was employed, using a non-experimental, cross-sectional design that combined descriptive and correlational analyses to examine teacher perceptions and the potential relationship between perceptions and AI usage in the studied educational institution. A questionnaire was administered to 45 teachers selected through simple random sampling. The instrument, validated by experts and demonstrating high reliability (α > 0.8), assessed AI usage and pedagogical perceptions. Hypotheses regarding the relationship between perception and AI use were tested. Results indicate that teacher perceptions of artificial intelligence are moderately positive, reflecting widespread recognition of its pedagogical benefits and contribution to educational practice. Significant differences were identified in aspects related to institutional support and peer collaboration, with p-values of 0.011, 0.002, and 0.045, indicating that the availability of resources, guidance, and communication directly influence the frequency and effectiveness of AI use in the classroom. In conclusion, statistical analysis confirms a positive and significant relationship between teacher perception and the frequency of AI use, showing that favorable attitudes toward the technology translate into more effective adoption in educational practice.

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Published

2025-10-01

Issue

Vol. 3 No. S3 (2025): Retos, innovaciones y perspectivas multidisciplinarias en investigación y práctica universitaria (Octubre)

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Artículos

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Copyright (c) 2025 Servio Javier Cevallos-Santin, Agueda Mónica Torres-Fuentes, Miriam Iglesias-León

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