Authors : Felix Santiago Quevedo Belitama

Volume/Issue : Volume 11 - 2026, Issue 4 - April

Google Scholar : https://tinyurl.com/49c96ety

Scribd : https://tinyurl.com/54694s6b

DOI : https://doi.org/10.38124/ijisrt/26apr1674

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : Rapid advances in computing systems capable of autonomous reasoning have begun reshaping the foundations of formal education worldwide. This article examines the pedagogical significance of artificial intelligence (AI) within classroom environments, with particular attention to the Ecuadorian national education system. Drawing on a comprehensive examination of scholarly literature published between 2005 and 2023, the study maps the principal applications of AI-driven tools across different educational levels, evaluates the conditions under which such tools may enhance individualized student progression, and surfaces the ethical, institutional, and digital-equity challenges that accompany broad adoption. The analysis reveals that AI holds genuine transformative potential for teaching and learning, yet its constructive implementation depends critically on sustained teacher professional development, coherent curricular frameworks that embed digital competencies, and inclusive governmental policies that bridge the connectivity gap between urban and rural school communities. A four-stage model for graduated and critically informed AI adoption in the classroom is proposed, aligned with the current strategic priorities of Ecuador's Ministry of Education. The findings contribute original insights to the still-sparse body of empirical and conceptual research on AI in Latin American educational contexts.

Keywords : Artificial Intelligence in Education, Adaptive Learning, Teacher Professional Development, Digital Equity, Educational Policy, Ecuador.

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