Identifying Rural Elementary Teachers’ Perception Challenges and Opportunities in Integrating Artificial Intelligence in Teaching Practices
Abstract
:1. Introduction
- RQ1: What opportunities and challenges do rural teachers perceive when including AI as part of their curriculum to promote AI literacy among their students?
- RQ2: How do rural teachers perceive the inclusion of AI in rural schools as a didactic tool for developing learning and as a tool to support educational management? Additionally, what are some of the benefits?
2. Theoretical Framework
2.1. AI TPACK Framework
2.2. Rural Education
2.3. AI in Education and the Digital Gap in Rural Schools
3. Materials and Methods
3.1. Research Context
3.2. Participants
3.3. Instruments
3.4. Data Analysis
3.5. Data Integration
4. Results
4.1. RQ1. Promoting AI Literacy in Rural Education
4.1.1. Challenges
“Ongoing training to learn strategies for the uses and scope of AI literacy in the curriculum”. (Participant #1)
“A challenge is to learn the basic concepts to be able to explain them to our students and put them into practice” (Participant #22)
“Teacher improvement in AI”. (Participant #4)
“Train teachers”. (Participant #38)
“Learning to integrate AI into all subjects of the curriculum”. (Participant #27)
“Teacher training (because being a single-teacher school makes learning activities [courses, workshops, etc.] more complex)”. (Participant #49)
“The tools that should be available and provided for the benefit of all, ensuring more technological resources and becoming a relevant factor considered in the management of the funder, while respecting allocated timeframes”. (Participant #2)
“Increasing hours in technology at the expense of other subjects”. (Participant #2)
“The main challenge is the flexibility of the national curriculum to make it adaptable to the rural context”. (Participant #12)
“The Ministry of Education’s commitment to the transformation of new learning approaches”. (Participant #3)
“Each school is unique and should be approached according to its own characteristics. Moreover, we lack adequate internet access for work, and not everyone has access to technological devices”. (Participant #18)
“The challenge lies in providing satellite connectivity to rural areas”. (Participant #48)
“The challenges I see are the lack of technological tools and internet accessibility”. (Participant #43)
4.1.2. Opportunities
“I see an opportunity to incorporate new tools into the classroom. Furthermore, students and teachers will be able to access technology that they may not have at home. This also presents opportunities for co-teaching by integrating subjects”. (Participant #42)
“To make use of the cross-curricular nature of this tool with different subjects”. (Participant #8)
“It is about providing tools to work with in all subjects, and it is an opportunity that must be seized” (Participant #16).
“It breaks the rural-urban divide, creates awareness among students about AI”. (Participant #9)
“It provides an opportunity to reduce the gap between rural students and those in traditional schools”. (Participant #10)
“To reduce the gap that currently exists between rural and urban students”. (Participant #29)
4.2. RQ2. Using AI to Support Teaching and Learning in Rural Schools
“I believe that including AI in current teaching is necessary because our students were born in the digital age”. (Participant #28)
“As teachers, we cannot be oblivious to new knowledge, and we must prepare students for these new technologies, which can be a tool for their future”. (Participant #22)
“It should be included as a basis for developing life skills since AI is currently present in almost everything we do. All of this, as long as a real awareness of ethical and social norms is achieved to avoid misuse as much as possible”. (Participant #20)
“I think it is positive, as it motivates students”. (Participant #9)
“Artificial intelligence can be included through various activities, on a computer or tablet, so that students can have greater motivation since it is very entertaining for them to work with these tools”. (Participant #17)
“Technology generates greater motivation for students”. (Participant #45)
“Transversally with the curriculum between subjects Project-Based Learning establishes an improvement in collaborative and cooperative work among peers, including AI in the improvement of strategies or using it in the different units” (Participant #1)
“AI works transversally for all subjects”. (Participant #10)
“The teaching of AI can be included transversally in different subjects, with activities of interest to students”. (Participant #11)
“AI as an opportunity to promote learning in different subjects, both interdisciplinary and intradisciplinary, in addition to taking advantage of AI in the daily life of the educational community”. (Participant #15)
“I think it is necessary and that it should be established now because our children handle technology without proper guidance, even without anyone controlling it” (Participant #19)
“Today, guided and controlled approach to technologies is fundamental. Ethics, morals, empathy… should be the primary objective… AI at the service of the human being”. (Participant #3)
“To dispel myths, that machines will not replace us and that we will be the ones who get the best out of them for the benefit of our students”. (Participant #40)
“Support in school management. Improve our pedagogical practices. Optimize teaching time and work”. (Participant #5)
“Opportunity to optimize time in carrying out different courses”. (Participant #32)
5. Discussion
6. Limitations
7. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
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Characteristic | Value |
---|---|
Sample size | 45 |
Gender identified | 41 |
Women | 65.9% |
Men | 34.1% |
Age range | 23–66 years |
Average age | 43.4 years (sd: 11.46 years) |
Average teaching experience | 14.43 years (sd: 10.94 years) |
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Castro, A.; Díaz, B.; Aguilera, C.; Prat, M.; Chávez-Herting, D. Identifying Rural Elementary Teachers’ Perception Challenges and Opportunities in Integrating Artificial Intelligence in Teaching Practices. Sustainability 2025, 17, 2748. https://doi.org/10.3390/su17062748
Castro A, Díaz B, Aguilera C, Prat M, Chávez-Herting D. Identifying Rural Elementary Teachers’ Perception Challenges and Opportunities in Integrating Artificial Intelligence in Teaching Practices. Sustainability. 2025; 17(6):2748. https://doi.org/10.3390/su17062748
Chicago/Turabian StyleCastro, Angela, Brayan Díaz, Cristhian Aguilera, Montserrat Prat, and David Chávez-Herting. 2025. "Identifying Rural Elementary Teachers’ Perception Challenges and Opportunities in Integrating Artificial Intelligence in Teaching Practices" Sustainability 17, no. 6: 2748. https://doi.org/10.3390/su17062748
APA StyleCastro, A., Díaz, B., Aguilera, C., Prat, M., & Chávez-Herting, D. (2025). Identifying Rural Elementary Teachers’ Perception Challenges and Opportunities in Integrating Artificial Intelligence in Teaching Practices. Sustainability, 17(6), 2748. https://doi.org/10.3390/su17062748