https://doi.org/10.37955/cs.v7i3.318

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eISSN: 2600-5743

Artificial Intelligence and its

implications in Basic Education

Inteligencia artificial y sus implicaciones en la Educación

Básica

Angélica Margara Mora Aristega

Msc. Universidad Técnica de Babahoyo, Ecuador, https://orcid.org/0000-0003-0461-

7801, amoraa@utb.edu.ec

Julio Ernesto Mora Aristega

Msc. Universidad Técnica de Babahoyo, jmora@utb.edu.ec

https://orcid.org/0000-0002-9928-9179

Reyes Johan Calderón Angulo

Msc. Universidad Técnica de Babahoyo

rcalderona010@utb.edu.ec

https://orcid.org/0000-0001-8207-9928

Mary Thalía Cifuentes Rojas

Msc. Universidad Técnica de Babahoyo

mcifuentes@utb.edu.ec , https://orcid.org/0000-0002-2934-3328

ABSTRACT

The new challenges of the information society demand from the

Ecuadorian education a great change in its rigid canons of academic

training at all times arise the formats based on artificial intelligence

promise to be a very substantial improvement in education for all

levels, with a qualitative progress without precedents: To provide the

student with an accurate active personalization of their learning

according to their requirements, managing to integrate various forms

of human interaction possible within the coexistence of their family

and social school context framing the information and communication

technologies that are perfect allies of daily learning. The challenge of

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today's school is focused on constituting more adaptive people and

with greater emotional domain that within the globalized world

require expertise to not be influenced by others is why contextualizing

this new millennium gravitates on the pressing need to organize, plan,

design, develop and implement digital skills in order to form better

people able to understand and develop the technological environment

according to their priorities, By implementing the universalization of

a digital language supported by programs developed under

dimensions of artificial intelligence in education will allow to better

understand the profile of students and their shortcomings, it is

possible to create plans to organize effective and innovative

educational activities that allow students to learn in a practical and

theoretical way at the same time contributing to the classroom work

where children put into play their acquired skills.

RESUMEN

Los nuevos retos de la sociedad de la información demandan de la

educación ecuatoriana un gran cambio en sus rígidos cánones de

formación académica en todos los momentos surgen los formatos

basados en inteligencia artificial prometen ser una muy sustancial

mejora en la educación para todos los diversos niveles, con un

progreso cualitativo sin antecedentes: Proporcionar al estudiante una

certera personalización activa de su aprendizaje a medida de sus

requerimientos, logrando integrar diversas formas de interacción

humana posible dentro del convivir de su contexto escolar familiar y

social enmarcando las tecnologías de la información y comunicación

que son aliados perfectos del aprender diario. El desafío de la escuela

de hoy se concentra en constituir personas más adaptativas y con

mayor dominio emotivo que dentro de mundo globalizado requieren

experticias para no dejarse influenciar de otros es por ello que

contextualizando a este nuevo milenio se gravita en la apremiante

necesidad de organizar, planificar, diseñar, desarrollar e implementar

competencias digitales a fin de formar mejores personas capaces de

entender y desarrollar el entorno tecnológico en función a sus

prioridades, dentro de su cotidianidad implementando la

universalización de un lenguaje digital sustentado en programas

desarrollados bajo dimensiones de inteligencia artificial en la

educación permitirá comprender mejor el perfil de los estudiantes y

sus insuficiencias es posible crear planes organizar actividades

educativas eficaces e innovadoras que permitan a los estudiantes

aprender de manera práctica y teórica al mismo tiempo contribuyendo

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al trabajo aúlico donde los niños ponen en juego sus competencias

adquirida.

Keywords / Palabras clave

Artificial intelligence; educational activities; student profile;

classroom work.

Inteligencia artificial; actividades educativas; perfil estudiantil;

trabajo aúlico.

Introduction

Schools can use artificial intelligence to collect massive amounts of

student data and analyze it in seconds in order to make more

convenient and faster decisions based on up-to-date and real

information. Artificial intelligence is a means to automate tasks and

processes, allowing educators to focus on more important activities,

such as teaching and interacting with students. This is reflected in the

efficiency of the classroom and reduces the workload of educators. It

is possible to design virtual tutors that can grade quizzes, identify the

most common mistakes made by students and even provide feedback

on their performance in real time, which greatly facilitates the work of

teachers and their intervention in academic events with their students.

In the current context of a world of second by second evolution, we

find ourselves immersed in a society that is increasingly moving

towards the process of massive and productive technification that

requires every so often, and with enormous advances, all the sectors

that structure it are, to a certain extent, submitting in some chaos or

adapting in others to the advances of technology and, according to

their level of development reached, adapting to such inevitable

tendency. The area of education (which is sensitive to the changes in

society as it advances along with it) is also going through this inevitable

trend of adaptation to the new communities of technological

interaction; a process that is oriented to new trends and profiles in

relation to the new proposals in the sector. However, the crucial

question is: to what extent is technology capable of revolutionizing the

universe of education, especially in the field of basic education?

The structural assumption of such a novel and at the same time

vertiginous parameter, requires the development and increasingly

impacting applications, so much so that the discrepancies and fears

that arise in relation to the application of artificial intelligence (AI),

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should be a key point in the discussions of transcendence in relation to

the novel proposals in basic education and at the same time the

quantifications that allow a better administration of this important

mechanism should be awarded, as well as the applicability of effective

policies, more and more adequate to vitalize in a balanced way the

possibilities of AI, according to the needs of the most representative

institutions of society (such as universities) and therefore, the citizens

are the beneficiaries of these successful measures.

From the earliest levels such as infants to the highest standards, one

of the key mechanisms by which AI will impact education will be

through applications related to individualized learning and its

characteristics. This process is nothing new, since at the level of

information and communication technologies, the development and

implementation of simulators and tutorial programs, as well as various

interactive game software developed under an increasingly user-

friendly interface, is the driving force behind its development. These

systems implements try to adapt to the diverse needs of students for

which the development of new technologies makes the purposes more

viable.

In relation to the process of personalized education, the application of

AI can, in a certain way, be considered as a viable solution, since the

automated assistance in relation to the help of students (regardless of

the level) allows a new and attractive perspective in relation to the

dynamism of learning, since the virtual interaction, regulated by the

parameters of AI, facilitates learning, since the support mechanisms

will be available when necessary, regardless of the time and space of

the user. The above leads us to rethink the teaching and learning

process whose impacts in relation to the trend of an adaptive education

panorama will have a great impact on conventional learning, and as

new and better applications based on AI are developed, it will be more

than likely that the new curricula can be sensitive and versatile to the

accelerated adaptation in relation to the new and parsimonious ways

of understanding the educational task in the present century.

According to Saavedra (2016), the last decade has seen a path of

enormous changes, many of them directly imperceptible to the

majority, but whose transcript covers and will continue to cover a

myriad of activities, since technological advances are unprecedented

in history, as they have driven knowledge management in a timely

manner at the highest levels of decision-making, not only in

government but also in the private business sector. The intelligence

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function as an element of public policy at national and strategic levels

is undergoing important changes within today's global and

interdependent society. (p. 79) In a general sense, Artificial

Intelligence aims to emulate the various capabilities of human brain

intelligence. For this purpose, different systems and machines are

used to automate the performance of various teaching tasks.

Currently, the implementation of artificial intelligence in education

can offer several benefits in the teaching and learning process, since,

among its various utilities, it allows a more personalized monitoring of

students' motivation and academic performance.

Artificial Intelligence (AI) in education allows the automation and

simplification of learning processes. Through it, it is possible to reduce

time and improve results for the youngest students.

It is possible to apply different types of AI and manage them in the

classroom for improvement, both face-to-face and remotely, a matter

that had to be carried out during the global pandemic confinement of

COVID-19 and was done with all the vagaries of time and space.

Although the use of this technology has not yet been developed to its

full potential, there are several ways to take advantage of it. Thus, some

of the uses of Artificial Intelligence in education are the following:

Teachers can use Artificial Intelligence in education to design

curricula. To do this, they can use AI software that searches the

Internet for content related to a particular subject matter that is most

relevant.

The AI can also automatically create courses, making this task easier

for the teacher because he/she will only have to correct the

information and verify that it is correct.

On the other hand, these algorithms can also create questions and

exercises about the content that is collected.

Through Artificial Intelligence it is possible to design virtual tutors

that can grade quizzes, identify the most common mistakes made by

students and even provide feedback on their performance in real time,

which greatly facilitates the work of teachers.

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These functions allow students to realize what their strengths and

weaknesses are when learning, which in turn will help them improve

their learning processes and academic performance.

In addition, as it is a virtual tutor, this software allows students to solve

their doubts 24 hours a day and from anywhere.

Materials and Methods

Artificial Intelligence also makes it possible to develop educational

content based on different learning styles and rhythms.

In this way, students will be able to count on educational resources

that are more adapted to the way they assimilate information, since

different kinds of audiovisual materials can be offered to facilitate the

internalization of knowledge, depending on the different

representation systems (visual, kinesthetic and auditory).

Teachers can take online training courses to update their knowledge

about their educational work, and update their skills in the use of

digital tools that facilitate social inclusion.

These professionals will be able to access various courses that will

allow them to learn about innovative teaching and learning

methodologies and strategies, being able to apply them to their

classrooms to improve the academic motivation of students, whether

they apply e-learning or face-to-face education.

Through data analysis, Artificial Intelligence can predict the likelihood

of school dropout rates and track students who are most at risk of

dropping out of school.

In this sense, teachers can take advantage of this type of information

to design learning strategies that allow them to work individually with

students. They can also improve students' motivation to learn in order

to discourage them from dropping out of school, which is usually a

behavioral pattern among those who have fewer economic resources.

Although Artificial Intelligence may generate controversy in the

ethical sense, it can be used to produce significant changes in the

quality of education and improve the performance of teachers in their

teaching tasks.

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Results

AI is a major topic in itself, as it manages to overwhelm many aspects

of current trends; but, the average population understanding of it is

the minimum. On this aspect, Miailhe and Lannquist (2018)

mentioned that the enormous mass of citizens of the so-called "world

village" are in a not very privileged situation with respect to AI

technologies and are notoriously unaware of the possible effects and

therefore the risks to which they would be exposed in the face of this

ineluctable advance that is being gestated at increasingly accelerated

steps. The above can not only be understood from the social-economic

risk, or possible debacles by "machine independence" as some possible

apocalyptic futurists tend to lucubrate, i.e. dystopian points of view on

what is related to AI; but the impacts of AI technologies do not require

a future to impact in various ways in this globalized world, since one

of the consequences and dynamic axes of this process is based on these

technologies that optimize many and diverse activities: in the world of

real-time interactivity, the consequences of the possible alterations

that are the product of the application of AI will pose new and

transcendental challenges (Diéguez, 2017); making it clear that the

impacts caused by the industrial revolutions and others of the

twentieth century are minimal in relation to what is emerging based

on AI, which poses enormous crossroads and associated problems due

to the scope and speed of those possible impacts. (Miailhe and

Lannquist, 2018).

The employability criteria of AI is very diverse and is currently used

primarily by branches such as computer science and robotics

(Vázquez, Jara, Riofrio, & Teruel, 2018); but that is not all, since its

possibilities extend to multiple areas such as social sciences and its

potentialities as support in business sciences where the boom of real-

time estimation of values and the enormous amount of data to process

requires the implementation of AI-based systems (Miailhe, 2018). Nor

can it go unmentioned that the current development of artificial neural

networks and processing systems based on genetic algorithms are

increasingly more widespread technologies and are rigorously used in

the field of research and dynamics of stock markets (Badaró, Ibañez,

Agüero, 2013).

Regarding the economic part and its enormous implications of global

index, there is the strong intentionality of the so-called leading

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companies in the development of AI, whose clear tendency is to

position themselves in the world market; But under a subtle but very

convenient scheme of unrestricted access to the data generated in the

digital world, to the development of a computing power that allows

them to make the most of the data generated at every moment of time

and, at the same time, to the management of highly qualified talents to

make this purpose possible; that is, the programmers and technicians

at the forefront in the design and implementation of machine learning

algorithms and all the technologies that can be derived from these

applications. This aspect has been referred to as the "fourth industrial

revolution" (Corvalán, 2017) or the "fifth domain" (Saavedra, 2016).

The above is evidenced by Miailhe and Lannquist (2018) where the

most powerful corporations in the market "collect more consumer

data, hire more talented professionals, and have resources to build

dedicated, large-scale hardware and cloud supercomputing

capabilities." (p. 224). This matter of prolix development derives in a

positioning of such companies with respect to their direct competition,

which evidences the changes manifested.

According to Saavedra (2016), as proposed from the perception of

strategic intelligence, the changes are and will be more than evident

under the formula of a fertile amalgam between robotic, digital and

computational technology supported by AI, which will be the catalyst

of the most fertile changes in the history of mankind. In all this aspect

there is a crucial aspect that becomes the regulation mechanism, the

limits of effective scope, in which the population is not vulnerable in

relation to a bad practice or application of the enormous data

generated from human groups and their trends, which as information

in the cloud can be processed and determine or guide consumption

patterns or as we have already seen cases of political trends, which is

why the application of regulations according to local policies is urgent,

and why not say the global ones, since in the digital environment the

limits are not yet defined.

Human intelligence is the sum of those cognitive abilities that give

human beings a relative autonomy, which can be categorized as

"intelligence profiles" or "multiple intelligences", according to

Corvalán (2017). Now, other researchers such as Barrio (2018) from

the anthropological perspective give another perspective to such

intricate aspect, assuming differences between artificial and human

intelligences, since according to this researcher the computer

(regardless of its capacity or power) is limited in the management of

what he calls "signifiers" (logical programming language) with a

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memory capacity superior to human intelligence; But unlike the latter,

it is not capable of interpreting the meanings; therefore, the

operational or calculating intelligence of a computer is limited to the

handling of information, but it does not have the capacity to

understand what it processes.

Among the diversity of aspects related to the idea of "intelligence", we

have that the transversal axis is the capacity to process information

from the surrounding world and that is oriented to the solution of

problems. In essence, the brain, specifically the cerebral cortex,

controls the capacity to process information coming from the

environment and from the organism itself, which must be used

immediately to evaluate and choose the mechanisms of action, on a

decision plane and the selection of options that seem the most useful

or possible.

Mariño and Primorac (2016) delve a little deeper into the issue by

stating that AI is conceived as part of Computer Science that allows to

provide "a diversity of methods, techniques and tools to model and

solve problems by simulating the behavior of cognitive subjects". (p.

232). From another perspective, AI can be understood in the terms

exposed by Herrera and Muñoz (2017) who in this regard conceives it

as a science that is oriented to the search for a deep understanding of

intelligence, taking into account the delimitation of it, its possibilities

and characterizing it as a challenge of enormous complexity. But to go

into the context of AI we must go back to its beginnings, that is to say,

we must refer to Alan Turing, as one of the pioneers in this aspect when

he designed the famous "Turing machine" that under a scheme of data

processing in a binary system was able to process any type of possible

calculation, and in the last years of his life he set himself the task of

developing the challenge that was called "the test of the Turing

machine", situation by which it was possible that the machine had the

possible attribution of thought with a condition: That the observer

cannot clearly distinguish its behavior with that of a human being, i.e.

a kind of mimetic independence; thus the implicit and explicit

paradigm of AI is established and therefore it is worth noting since its

genesis the great pioneers of this branch of knowledge such as

McCulloch, Turing, von Neumann, Wiener and Pitts, Gardner, among

others (Ramos, 2014).

Is it possible to attribute human faculties to a machine? The possible

answer to such a diatribe is centered in the field of cognitive science,

from which historically the beginnings of the same in 1956 in a

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Congress on the theory of information held by the Massachusetts

Institute of Technology (MIT), where the figure of Noam Chomsky

stands out who, in establishing the parameters of what we know as

language, referred to a whole system systematically structured under

a formal scheme, similar to mathematics, he referred to a whole system

systematically structured under a formal scheme, similar to that of

mathematics, which to some extent was justifying (with a certain

presumption of scientific rigor) the attribution of human faculties to a

machine, a process conceived as a form of mechanical thought in a

computer. From the analysis of such proposals, two ways of

understanding AI were born: (1) weak AI, which is only restricted to

the use of computers for the study of the cognitive possibilities of

human beings; while (2) strong AI was oriented to link the nexus

between AI and human intelligence and to see how to link them more

and more (Ramos, 2014).

It is classic to understand that the university strategically has been

dedicated to conservation and integration of the so-called cultural

heritage of knowledge, ideas and values generated by the development

of humanity in the various fields of scientific, technical and humanistic

endeavor; virtue by which, as appropriate to the context, it has

remained strategically conservative, since in essence it could not be

questioned for it, because the university understood mediatically as a

representative institution in the whole orb, has the regime of

autonomy, which empowers it to maintain such apostolate. To shed

more light on the matter Morín (2018) exposed the meanings of

conservation in the university mission in two opposing profiles:

Vital conservation, which is aimed at preserving and safeguarding, as

a function of the development process that sustains the future, based

on the foundations of a conserved and transmitted past under the

canons of the academic cloisters; since, in its understanding, the

future, understood as such, cannot materialize if it is not umbilically

linked to a safeguarded past.

Sterile conservation, an aspect that would not be so negative if,

historically referenced, the university for a long time and due to its

origins, has been maintained under an ankylosed and very

conservative dogma since in its cloisters rigidity and ostracism have

been the guiding parameters of much of the time of its existence, as

what happened in the oldest universities known; and that even without

taking into account the iron clerical adoptions that have cemented the

foundations of many of them in the old continent. This point has also

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been discussed, as for example in the Peruvian case on university

reform, which at the time was vitally urgent, as the "Amauta" José

Carlos Mariátegui (1980) stated when he mentioned that the

university was conceived as "the Bastille of reaction". Artificial

intelligence (AI) has the potential to address some of the greatest

challenges facing education today, to develop innovative teaching and

learning practices and, ultimately, to accelerate progress towards the

achievement of SDG 4. However, these rapid technological advances

inevitably entail numerous risks and challenges, which policy debates

and regulatory frameworks are still struggling to overcome. UNESCO

is committed to assisting Member States in harnessing the potential of

AI technologies to achieve the 2030 Education Agenda, while ensuring

that the use of AI technologies in the educational context is governed

by the principles of equity. UNESCO's mission is an intrinsic call for a

human-centered approach to AI that aims to reorient the debate to

include the role of AI in addressing current inequalities in access to

knowledge, research and diversity of cultural expressions, and to

ensure that AI does not accentuate technological differences between

and within countries. The promise of "AI for all" must enable everyone

to take advantage of the technological revolution underway and access

its benefits, particularly in terms of innovation and knowledge.

In addition, within the framework of the Beijing ConsensusUNESCO

produced a publication with a view to publication with a view to

improving the state of preparedness of educational policy-makers in

the field of artificial intelligence.. The document, entitled "Artificial

Intelligence and Education: Guidance for Policy-makers," can be used

by specialists and practitioners in the policy-making and educational

communities. The document aims to create a common understanding

of the opportunities and challenges of AI in education, as well as its

implications in terms of core competencies needed in the AI era.

Within the framework of its projects, UNESCO argues that the

deployment of AI technologies in education should aim at enhancing

human capabilities and protecting human rights for effective human-

machine collaboration in life, learning and work, as well as for

sustainable development. Together with its partners, international

organizations and the key values that form the pillars of its mandate,

UNESCO aims to strengthen its leadership in the field of AI in

education, as a global laboratory of ideas, standard-setter, technical

advisor and capacity development agency.

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"We must renew this commitment as we approach a time when

artificial intelligence - the convergence of emerging technologies - will

transform every aspect of our lives (...)," said Ms. Stefania Giannini,

UNESCO Assistant Director-General for Education, during the

International Conference on Artificial Intelligence and Education,

held in Beijing, May 2019. "We must steer this revolution in the right

direction to improve livelihoods, reduce inequalities and promote fair

and inclusive globalization."

The project on artificial intelligence and the futures of learning is

supported by the Recommendation on the Ethics of Artificial

Intelligence to be adopted during the 41st session of UNESCO's

General Conference, and will follow up on the recommendations

contained in the forthcoming global report entitled "Reimagining our

futures together: A new social contract for education," to be published

in November 2021. The project will be launched under the framework

of the Beijing Consensus on Artificial Intelligence in Education and the

UNESCO Strategy on Technological Innovation in Education (2021-

2025).

• The project has three independent but complementary parts:

• A report proposing recommendations for tomorrow's AI-based

learning;

• A guide to the ethical principles of using AI in education;

• A framework of guidance on AI competencies on the part of

learners.

• Teaching artificial intelligence in schools

The link between AI and education consists of three areas: learning

with AI (e.g., using AI tools in classrooms), learning about AI (its

technologies and techniques), and preparing for AI (e.g., enabling all

citizens to understand the potential impact of AI on human life). The

'Teaching Artificial Intelligence in School' project currently focuses on

two components. It aims to contribute to the integration of human and

technical aspects of AI in training programs aimed at young people.

The first stage consists of guiding the development of the capacities of

curriculum developers and specialized trainers selected by national

institutions, with the aim of empowering young people.

The project will be developed on the basis of the following three main

lines of work:

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Development of an AI competency framework for schools;

creation and management of an online repository that will host

selected AI educational resources, national AI curricula and other

training in essential digital skills;

organization of workshops to integrate AI training into national or

institutional curricula in selected countries.

To achieve these objectives, UNESCO is advised by the International

Advisory Board. This is a group of specialists (in the fields of AI,

education, learning sciences and ethics) appointed by UNESCO and

charged with developing an AI competency framework for primary

schools, as well as reviewing preparatory drafts of workshops and

repertoires. The advisory board will provide its services on a voluntary

basis.

Conclusions

The generational confrontational dilemma today is more evident than

at any other time. If the sixties, seventies and eighties were marked by

a great number of events that at the time generated diverse

repercussions, today this confrontation is based on a confrontation

whose horizons go beyond what has been perceived until today, since

the generational gaps go beyond the time scale because it is of a more

radical character that surpasses those conceptual boundaries, The gap

is technological, it is virtual, it is digital, it is completely new in human

development that maintains a very significant dialectic of bringing us

closer and at the same time distancing civilizations in the face of the

overwhelming pace of new technologies based on AI, which have

configured two opposing sides generationally. (Sobel and Shiraev,

2016). On this point, Gisbert and Esteve (2016) compile information

related to this topic and refer us to the treatment of the students of this

new era or generation who are referred to as "digital natives", those

privileged who live with the changing technologies and the new

formats of data transmission and the new platforms of interactivity,

where these students, due to their continuity in front of the

technologies, process and are more akin to a digital language; On the

other hand, those who are not circumscribed within such parameters

can be classified as "digital immigrants", a marquee in which could be

placed all those who are close and adapted to the use of new

technologies, where a feasible distinction can even be made according

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to the characteristics of this process, since digital migrants could be

categorized as: (1) early (those who are not in the early stages of the

process), and (2) early (those who are in the early stages of the

process): (1) early (those who certain circumstances, favorable or

unfavorable, or perhaps spurred by the imperative needs of the context

had to grasp the new technologies), or (2) late (all those who in the

course of their lives have been approached to the use of new

technologies or among other things by the striking that in the long run

it turned out to be, which is where perhaps a bulk of the population of

migrants to the digital dimension is located). The curious thing about

this qualitative separation focuses on the use of each group's own

codes, since the natives will show off their greater versatility with

respect to the technological world, as well as access to more and better

interactivity tools; while the migrants will always be behind the former

with respect to the technological vanguard.

On the aspect discussed above, it reverts in a very dizzying strident

course within the educational aspect, since today's students are not

conceived under the standard format and with the biases of the

generation that preceded it, so the challenge of the new practices must

be structured based on the new demands of the interconnected world,

digital platforms, Smart support systems and the availability of mass

data transmission, quality and in real time. Therefore, the context

urgently and mercilessly calls for a very decisive renewal, and why not

say it, a complete transformation of the stereotypical standards of

university educational models and position them with a range of

digital empowerment that is what this new generation requires; But

most of the people in charge of this task, i.e. teachers, are migrants to

the new technological world, who in many cases are fighting a titanic

battle to try to educate a new generation that is immersed in a model

far removed from those, which is why the following question arises:

Are the various programs and curricula of the different faculties taking

into account these stained-glass windows of needs?Have the

possibilities and the impact of the implementation of the massification

of a digital language in higher education been evaluated? Are the

efforts that are being developed and those that are being executed

adequate to the changing world of new technologies? Will the coming

changes be fully assumed by both strata (migrants and natives)? And

if the process continues (as is inevitable), will the digital divide in

academic environments have repercussions on the structure of the

university; and if so, will the impact generated lead to increasingly

radical changes?

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Educational institutions, as well as the personnel that represent them,

are ready for the qualitative leap in the use of AI-based systems,

because no matter how affordable they are, the situation is not in how

to acquire or use them, but in how to develop them and adapt them to

the diverse realities of multivariable environments, Such is the case of

the reality of developing countries whose acute needs to overcome

would be affected by the so-called digital-technological gap, so there is

an urgent need for the development of AI technologies and systems in

line with the requirements of the various needs of public or private

universities.But it should be noted that more dedication and

individualized preparation will be needed in the face of this trend of

fontal change.

Often, and to a certain extent, due to the passion that users have for

the use of this or that technology, they feel redeemed towards a certain

aspect and fail to foresee the backgrounds to which it could lead, so

that we do not have to put an apocalyptic quota on the processes, but

often the development of such changing events (such as the

development of increasingly powerful and more affordable systems),

inevitably leads us to neglect core aspects of new technologies such as

their extension of applicability to other activities beyond the academic

or commercial world, which in some way will affect society, including

its impact being global in scope.

The various platforms and trends that promise the future of AI

development in education are extremely attractive to us, and in some

cases even unattainable for some realities; but even so, it is unlikely

that computer-based learning systems will be fully capable of replacing

human teaching in schools. In the particular case of Latin America, is

the implementation and investment in AI timely? The answer is yes,

as Pounder and Liu (2018) argue that such technologies are key to

solving long-term growth in the region in order to catalyze

competitiveness and productivity aspects with a view to a real

potential transition with new and better opportunities in the global

market.

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