METHODOLOGY FOR THE USE OF ARTIFICIAL INTELLIGENCE IN THE IDENTIFICATION OF RISKS AND TEACHING AND LEARNING STRATEGIES FOR MIDDLE EDUCATION

MIDDLE EDUCATION IN ECUADOR FACE A CRITICAL CHALLENGE: SERVING INCREASINGLY HETEROGENEOUS CLASSROOMS IN CONTEXTS MARKED BY SOCIOECONOMIC INEQUALITIES, LOW ACADEMIC PERFORMANCE AND DIVERSITY OF LEARNING STYLES. THESE CONDITIONS INCREASE THE RISK OF LEGGING AND DROPOUT, WHILE TEACHERS LACK TOOLS THAT ALLOW THEM TO EARLY IDENTIFY THE NEEDS OF THEIR STUDENTS AND RESPOND WITH DIFFERENT PEDAGOGICAL STRATEGIES. IN THIS SCENARIO, ARTIFICIAL INTELLIGENCE (AI) IS PRESENTED AS A STRATEGIC OPPORTUNITY TO REDUCE EDUCATIONAL AND DIGITAL GAPS. HOWEVER, ITS POTENTIAL IS LIMITED BY THE LACK OF STRUCTURED METHODOLOGIES THAT GUIDE TEACHERS IN THEIR PRACTICAL APPLICATION WITHIN THE CLASSROOM. THIS PROJECT PROPOSES TO DESIGN AND VALIDATE AN INNOVATIVE METHODOLOGY FOR THE USE OF AI AIMED AT MIDDLE EDUCATION TEACHERS, FOCUSED ON THREE KEY DIMENSIONS: SOCIODEMOGRAPHIC VARIABLES TO DETECT VULNERABILITIES, ACADEMIC RECORDS TO ANTICIPATE RISKS OF LOW PERFORMANCE, AND LEARNING STRATEGIES TO RECOMMEND PERSONALIZED DIDACTIC METHODOLOGIES. THE PROPOSAL COMBINES THE TRAINING OF AI AGENTS WITH THE DEVELOPMENT OF SPECIALIZED PROMPTS THAT AUTOMATE THESE ANALYSES, GENERATING RELIABLE AND PRACTICAL RECOMMENDATIONS FOR THE TEACHER, WITHOUT THE NEED TO EXPERIMENT INDIVIDUALLY WITH THE TECHNOLOGICAL TOOLS. THE PROJECT WILL BE IMPLEMENTED AND EVALUATED WITH A SAMPLE OF TEACHERS IN REAL CONTEXTS, ENSURING ITS RELEVANCE AND SUSTAINABILITY. IN THIS WAY, IT IS EXPECTED TO STRENGTHEN TEACHING CAPACITY, PROVIDE SCIENTIFIC EVIDENCE ON THE RESPONSIBLE INTEGRATION OF AI IN EDUCATION AND CONTRIBUTE TO THE REDUCTION OF INEQUALITIES IN THE ECUADORIAN EDUCATIONAL SYSTEM.

XXII UNIVERSITY COMPETITION FOR RESEARCH PROJECTS