Integración de la inteligencia artificial en el currículo escolar: desafíos y percepciones docentes

ABSTRACT The rapid advancement of Artificial Intelligence (AI) represents a radical transformation that directly challenges the foundations and practices of the educational system, demanding an urgent curricular restructuring. Therefore, the purpose of this article is to analyze the challenges and perceptions of secondary school teachers regarding the integration of AI at the "San Carlos" Bolivarian High School as a pedagogical tool and as curricular content within the Venezuelan school system. Methodologically, a mixed-methods approach was adopted, predominantly exploratory-descriptive, with surveys administered to a purposive sample of eighty-five (85) teachers and in-depth interviews conducted with ten (10) key informants. It should be noted that the results revealed that, while there is a positive perception of AI's potential for personalized learning and differentiated curricula, the integration process is severely hampered by the skills gap (92% without formal training), ethical concerns about algorithmic bias, and worries about professional autonomy. The conclusion is that the main challenge is not technological, but human and political, requiring urgent state investment in digital literacy and teacher ethics to move from resistance to critical appropriation.