Percepción docente sobre el uso de inteligencia artificial en procesos de orientación y acompañamiento psicopedagógico

Artificial intelligence (AI) has emerged as a promising technology to support guidance and psycho-pedagogical accompaniment processes in educational contexts. This study aimed to analyze teachers’ perceptions of the use of artificial intelligence in guidance and psycho-pedagogical support processes in a public educational institution in Ecuador that serves students from Basic Education, Upper Basic Education, and General Unified Baccalaureate. The research adopted a mixed-methods approach with a descriptive cross-sectional design. The study involved teachers engaged in guidance and tutoring activities, within an institutional context that serves approximately 150 students. Data were collected through a Likert-scale questionnaire and open-ended questions, and analyzed using descriptive statistics and thematic analysis. The findings indicate that teachers’ perceptions of artificial intelligence are predominantly positive, particularly regarding its potential to support academic monitoring, vocational guidance, and the personalization of psycho-pedagogical accompaniment. However, concerns related to ethical issues, data protection, and the need for continuous teacher training were also identified. The study concludes that the responsible integration of artificial intelligence can contribute to strengthening guidance and psycho-pedagogical support processes, provided that a human-centered, ethical, and inclusive approach is prioritized in public education.