Abstract
ABSTRACT The introduction of artificial intelligence (AI) in education is seen as a promising tool to enhance learning outcomes and provide students with engaging learning environments in developing countries such as Colombia. This case study aimed to investigate teachers’ perceptions of AI in K-12 education in public schools located in the Amazonian department of Caquetá, Colombia. The study focuses on teachers’ views on the integration of AI into teaching and learning activities. A total of 190 teachers were surveyed, of whom 30 were selected for semi-structured interviews. The main findings are as follows: (a) AI benefits teachers by facilitating and providing virtual assistance, (b) the challenges are the limited knowledge about AI and a lack of resources, (c) the concerns reported are that AI may hinder students’ development of critical thinking and problem-solving skills, and (d) ongoing professional development for integrating AI in education is suggested.
Published Version
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