Uso de la inteligencia artificial en los procesos de orientación y acompañamiento psicopedagógico en instituciones educativas

This study analyzed the use of artificial intelligence in the processes of guidance and psycho-pedagogical support at a public educational institution in Ecuador. The research was conducted with a quantitative approach, a non-experimental design, and a descriptive scope, considering a sample of 50 students from middle school, upper elementary school, and the unified general baccalaureate program. Pedagogical observation techniques, a structured survey, and an academic monitoring form supported by an artificial intelligence tool were employed. The results showed improvements in academic monitoring, personalized feedback, and the early identification of learning difficulties. Most students perceived the support as adequate, with notable progress in school organization, participation, and confidence in learning. Furthermore, it was observed that artificial intelligence optimizes the counselor's intervention by providing relevant information for pedagogical decision-making. The study concludes that artificial intelligence constitutes a complementary resource that strengthens attention to diversity and promotes inclusive education without replacing the professional role of the psycho-pedagogue within the school context.