Transforming personalized learning through Artificial Intelligence
DOI:
https://doi.org/10.62305/alcon.v5i2.473Keywords:
Appropriation of ICT; Technological Competence; Distance Education; Early Childhood; Sense of Belonging.Abstract
This research analyzed the impact of the implementation of Artificial Intelligence systems in the personalization of learning within the Ecuadorian educational context. A mixed methodological approach was adopted, combining qualitative and quantitative techniques, which included a systematic literature review and the application of validated instruments to teachers and students of higher education institutions in Ecuador. The study was structured in three main dimensions: (1) Infrastructure and Digital Competencies; (2) Implementation of AI in Education; and (3) Challenges and Benefits. The results revealed that, although there is a significant adoption and a favorable disposition towards the use of AI tools in the educational process, institutions face important limitations in terms of technological infrastructure and teacher training. The reliability analysis of the instrument demonstrated satisfactory internal consistency, supporting the validity of the findings. The results suggest the need to implement comprehensive strategies that simultaneously address the development of technological infrastructure, the strengthening of digital skills and the creation of appropriate regulatory frameworks to maximize the potential of AI in the transformation of personalized learning in the Ecuadorian educational context.
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