Percepción docente sobre el impacto de la inteligencia artificial en la enseñanza de Biología en Bachillerato

Abstract

Abstract: Artificial intelligence represents a significant opportunity to transform the teaching of Biology by facilitating personalized learning, optimizing processes related to pedagogical planning, and supporting the delivery of complex content. This study highlights the perceptions of Biology teachers in the city of Loja regarding the use of AI tools in their pedagogical practice, identifying both the perceived benefits and the challenges that hinder effective integration. Based on a quantitative and descriptive approach, the findings reveal a generally positive attitude toward these technologies; however, they also expose training gaps, infrastructure limitations, and concerns about the reliability of AI-generated content. The main contribution of this research lies in offering a contextualized understanding of the role that artificial intelligence can play in the classroom, from the perspective of teachers. It provides key insights to guide continuous professional development, the design of institutional policies, and decision-making processes that promote a critical, ethical, and pedagogically sound adoption of AI tools within the educational system.