Análisis de las oportunidades y desafíos pedagógicos de la integración de inteligencia artificial generativa en la Educación Básica

This research examines the incorporation of generative artificial intelligence in Basic Education institutions in Cotopaxi, Ecuador, through a quantitative study with 342 teachers and 1,287 students. Findings reveal that 67.8% of teachers perceive significant improvements in learning personalization, while 72.4% of students express greater motivation in activities mediated by these technologies. Academic performance evaluation shows an average increase of 14.3 percentage points in digital competencies and 11.7 points in critical thinking. However, substantial gaps are identified: only 38.2% of institutions have adequate technological infrastructure and merely 29.6% of teachers have received specialized training. Results confirm the transformative potential of generative artificial intelligence as a pedagogical tool, conditioned upon strategic investments in infrastructure, teacher training, and inclusive educational policies that guarantee equity in technological access.