Uso de la inteligencia artificial para la enseñanza de inicial y básica

This study examines the use of artificial intelligence in early childhood and primary education, focusing on teachers’ knowledge, tool usage, pedagogical benefits, and integration challenges. Findings indicate that teachers’ knowledge is predominantly basic, self-taught, and more developed in primary education than in early childhood. The use of AI tools is mainly concentrated on academic reinforcement and assessment, with limited integration into core pedagogical activities. Teachers perceive significant benefits, including personalized learning, immediate feedback, increased student motivation, and support for administrative tasks. However, challenges include insufficient training, lack of institutional guidelines, and gaps in technological infrastructure. Despite these limitations, teachers demonstrate a positive attitude and willingness to participate in professional development to integrate AI critically and pedagogically. The findings suggest that AI adoption is gradual, context-dependent, and largely driven by teacher initiative, with high potential to enhance educational quality if supported by institutional strategies, ongoing training, and adequate resources. Overall, the study highlights the need to strengthen digital competencies, establish clear implementation guidelines, and ensure access to AI tools that enable personalized and meaningful learning experiences in early childhood and primary education