Artificial intelligence, education and digital inclusion

• Auza-Santivañez , Jhossmar Cristians ^[2] ; Condori-Villca, Nayra ^[3] ; Oberson Santander, Isaura ^[4] ; Tecuatl Gómez , Luis Mariano ^[5] ; Mamani Manzaneda, Laura Pamela ^[6] ; Condo-Gutierrez, Adalid Rimer ^[7] ; Sosa Remón , Ariel ^[8] ; Blas Apaza , Huanca ^[6] ; Carías, Alejandro ^[1] ; Bautista-Vanegas, Freddy Ednildon ^[9] ; Aguilar-Medrano, Fidel ^[10]
  1. [1] Universidad Nacional Autónoma de Honduras

     Universidad Nacional Autónoma de Honduras

     Honduras

     
  2. [2] Ministerio de Salud y Deportes. Instituto Académico Científico Quispe-Cornejo. La Paz, Bolivia
  3. [3] Red de Salud Yacuiba. Servicio Endocrinología. Tarija, Bolivia
  4. [4] Hôpitaux Universitaires de Genève (HUG). Genève, Switzerland
  5. [5] ISSSTE San José del Cabo. Universidad De Los Cabos. México
  6. [6] Ministerio de Salud y Deportes. La Paz – Bolivia
  7. [7] Associação da família OGS saúde. EMS equipo multidisciplinar de saúde. Brazil
  8. [8] Instituto Nacional de Oncología y Radiobiología. Habana, Cuba
  9. [9] Neurologisches Fachkrankenhaus für Bewegungsstörungen / Parkinson: Beelitz Heilstätten, Brandenburg, DE. Germany
  10. [10] Hospital Municipal de Morón “Ostaciana B. de Lavignolle”. Departamento Medicina Interna. Buenos Aires, Argentina

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• Localización: EthAIca: Journal of Ethics, AI and Critical Analysis, ISSN-e 3072-7952, Nº. 4, 2025 (Ejemplar dedicado a: EthAIca)
• Idioma: inglés
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• Resumen

  • Introduction: The rapid development of human scientific endeavor has enabled the implementation of increasingly automated systems that facilitate certain functions and processes in all spheres of life. Objective: To describe the application of artificial intelligence in education as a strategy to ensure digital inclusion. Method: A comprehensive literature review was conducted. The search was conducted in: SCielo, PubMed, and SCOPUS, repositories, and the Google Scholar search engine. The search strategy consisted of descriptors. 32 papers were used to develop this article. Development: AI provides significant tools, from the graphic representation of content in educational contexts to the creation of conceptual maps and the development of tests to validate acquired knowledge. However, its use must be urgent without losing the guiding and methodological thread, always recognizing that the goal is the acquisition of knowledge. Universities require projection at different scales to present their results for the sake of sociocultural and academic scientific development. With the implementation of AI, this outreach function can be fulfilled, guaranteeing direct and personalized access and promoting digital inclusion. Conclusions: The use of AI in educational subjects offers new platforms and work scenarios. Each of its capabilities adapts to the specifics of the educational environment, while also enhancing easy, affordable, and universal access to educational content.