Inteligencia artificial y la transformación de la planificación docente para Educación Básica

Abstract

This study examines the influence of artificial intelligence (AI) use on the curricular planning processes of General Basic Education teachers in public institutions of the Ecuadorian highlands (sierra). Following a quantitative, descriptive, non-experimental design, a structured questionnaire was administered to 150 in-service teachers to determine the frequency of tool use, the time invested in preparing lesson plans, and teachers' perception of the quality of the resulting planning documents. The illustrative findings show that 77% of teachers report a moderate-to-high frequency of ChatGPT use in their planning processes, while the average time required to prepare a weekly lesson plan decreased from 3.4 to 1.6 hours after the tool's incorporation, representing an approximate reduction of 53%. In addition, a moderate positive correlation (r = 0.61) was identified between frequency of ChatGPT use and teachers' perception of the quality, relevance, and curricular coherence of the plans produced. These illustrative results suggest that generative artificial intelligence may serve as a relevant support resource for optimizing teachers' time management without compromising the pedagogical quality of the planning process.