Perception of the Integration of Artificial Intelligence and Other Emerging Technologies in Dominican Education from an Ethical Perspective

This study presents the results of an analysis on the perception of secondary education teachers in the Dominican Republic regarding the use of emerging technologies, including Artificial Intelligence (AI), in their classroom practices. It also identifies the barriers and ethical risks associated with their integration. An online survey was administered to a sample of 754 teachers, using a questionnaire validated by expert judgment and with high reliability <tex xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">${(\alpha=0.941)}$</tex>. The results showed a high level of adoption of technological tools, with the most commonly used being Quizizz, ChatGPT, Padlet, and Kahoot!. Gamification was perceived as the tool with the greatest benefits for student learning and motivation, while generative AI text raised concerns about its potential negative impact on cognitive development. The lack of access to equipment and resources, as well as the need for teacher training, were identified as the main barriers to implementation. Additionally, ethical concerns related to data privacy and security, especially in the case of generative AI text, were evident. The findings suggest the need for further reflection and discussion on the ethical risks of these technologies within the educational community, as well as the design of policies and teacher training programs that promote their effective and responsible use.