Inteligencia Artificial como herramienta pedagógica en la Educación Básica en las Unidades Educativas

This study examines the role of artificial intelligence as a teaching tool in primary and secondary education within the Ecuadorian highland context. Using a mixed-methods approach, it analyses frequency of use, perceived impact on learning and motivation, and key challenges in its pedagogical integration. Results show a moderate level of adoption, with 34% of teachers reporting occasional use and only 16% indicating frequent or constant use. Among students, 38% of secondary learners report occasional use compared to 20% in primary education. Regarding impact, 84% of students and 78% of teachers agree that artificial intelligence improves content understanding, while 86% of students report increased motivation. However, 69% of teachers express concern about technological dependence. Structural barriers are also evident, with 74% of teachers and 78% of students identifying connectivity issues, and over 70% highlighting limited access to devices. These findings underscore the need for targeted teacher training, improved infrastructure, and critical digital literacy to ensure effective and balanced implementation.