Case study: Impact of the use of artificial intelligence on the teaching-learning process at the Coronel Emilio Suárez Educational Unit
DOI:
https://doi.org/10.69821/DISCE.v2i1.46Keywords:
Artificial intelligence, Educational technology, Learning, Assessment, EthicsAbstract
This case study analyzes the impact of the use of artificial intelligence (AI) tools on the teaching-learning process at the Coronel Emilio Suárez Educational Unit during a three-month period of the 2024-2025 school year. A single case study was conducted using multiple sources of evidence: classroom observations, semi-structured interviews with teachers and students, analysis of learning products, and review of institutional documents. The findings show improvements in the personalization of feedback, greater student self-regulation, and diversification of assessment strategies, along with tensions related to academic integrity, teacher workload, and the digital access and skills gap. Data triangulation indicated that positive effects were most visible when AI was integrated with clear pedagogical criteria (scaffolding, formative assessment, authentic tasks) and teacher support. Implications for professional development, ethics of use, school policy, and curriculum design are discussed. The study provides situated evidence to guide institutional decisions about educational AI in Latin American school contexts and proposes a set of practical recommendations and a phased implementation framework sensitive.
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