Systematic review of the use of artificial intelligence by high school teachers (2020-2026)
DOI:
https://doi.org/10.55040/jxqq4v33Keywords:
artificial intelligence, education, high school, teachers, systematic reviewAbstract
The use and implementation of artificial intelligence has experienced a remarkable boom in recent years, impacting various social, economic, and technological areas, among which the education sector stands out. In this context, the aim of this study is to analyze the use of artificial intelligence by high school teachers through a review of the scientific literature produced in Spanish-speaking countries between 2020 and 2026. This interval is particularly relevant due to the rapid changes in educational dynamics following the pandemic, as well as the exponential growth of AI-based digital tools. The research method used was PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses), which allowed for a rigorous and structured systematic review. The information collected was obtained from databases of recognized academic prestige, such as Google Scholar, Scopus, Web of Science, SciELO, and Dialnet. After applying the previously established inclusion and exclusion criteria, a total of eight studies that met the defined methodological and thematic requirements were selected and analyzed. The results show a low level of use of artificial intelligence tools by high school teachers, as well as limited updating of digital skills related to this technology. However, the vast potential of artificial intelligence for the personalization of teaching processes was also identified.
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