Teachers' Perceptions in High-Socioeconomic Schools in Lima on the Implications of AI use in Early Childhood and Primary Education

Silva-Sedan A.L.; Ames-Dorich R.; Ruiz-Ruiz M.F.; Caballero-Vilchez A.G. · Proceedings of International Conference on Research in Education and Science (2025)

Resumen

Artificial Intelligence (AI) has become a key ally for educators in recent years, facilitating various tasks and contributing to educational quality. This research explores the perceptions of teachers from high socioeconomic status schools in Lima regarding the use of AI in early childhood and primary education. Using a non-experimental design with a qualitative approach, a group of teachers was interviewed through a non-probabilistic, purposive sampling method with maximum variation. Findings reveal the teachers' acceptance of AI, highlighting its potential to provide quality education. However, the findings also reflect concerns about possible technology dependency and the dehumanization of teaching at such early ages. Lastly, the study emphasizes the need to provide teachers with continuous training, particularly in digital skills related to the effective use of AI in the classroom. This research opens new lines of inquiry focused on developing teacher training programs for the use of AI in educational settings. Additionally, it suggests exploring pedagogical approaches where technological implementation is alternated with human interaction in teaching. Replicating this study could provide insights into adapting AI to different educational contexts, considering essential factors to ensure ethical integration into the teaching-learning process. © ICRES 2025.All rights reserved.

Instituciones: Universidad Peruana de Ciencias Aplicadas