Pedagogical Innovation Mediated by Artificial Intelligence: Impacts on the Work of Contemporary Teachers

Abstract

This article analyzes the role of artificial intelligence (AI) as a strategic resource for 21st-century educators, with emphasis on its application within the educational context of Guayaquil. Through a documentary review of academic and scientific sources, the main potentialities of AI in education are identified, highlighting its capacity to personalize learning, automate assessment processes, generate adaptive teaching resources, and support teachers in data-driven decision-making. The findings indicate that AI enables the redesign of teaching practices, facilitating a more student-centered approach aligned with the demands of a digital society. However, significant challenges are also recognized, such as the lack of technological infrastructure, the need for ongoing teacher training, and the ethical implications of using these tools. Specifically in Guayaquil, the urgency of implementing institutional policies to ensure equitable access to emerging technologies in both public and private educational institutions is emphasized. The discussion suggests that AI does not replace educators but serves as a support tool that enhances their pedagogical role. Finally, it is concluded that the critical, ethical, and pedagogical integration of artificial intelligence represents an opportunity to improve educational quality, provided it is accompanied by robust teacher training and adequate infrastructure that allows its effective implementation.