ANALYSIS OF THE DIDACTIC USE OF ARTIFICIAL INTELLIGENCE AMONG TEACHING STAFF IN PRIMARY SCHOOL DISTRICT 61 IN AGUASCALIENTES

The present study analyzes the didactic use of artificial intelligence (AI) by the teaching staff of School Zone 61 of elementary education in Aguascalientes.Through a mixed methodological approach, data were collected through Likert scale surveys, semi--structured interviews , direct observation in the classroom and documentary review.The results show that most teachers have limited knowledge about AI and its pedagogical application, using it -when it occurs-in a superficial way or in administrative tasks.Lack of training, poor technological infrastructure and a marginal urban context that hinders equitable access to digital resources are identified as limiting factors.Despite this, there is a growing interest among teachers to be trained in the educational use of AI, which represents an opportunity for the design of training programs and institutional policies that promote its meaningful integration.The analysis of the interviews and observations also reveals an ambivalent perception regarding the risks and benefits of AI, pointing to fears related to the dehumanization of teaching or the substitution of the teaching role.The conclusions point to the need for intervention strategies that include contextualized teacher training, provision of minimum infrastructure in schools and development of curricular guidelines that incorporate emerging technologies such as AI in an ethical and didactic way.This work contributes to make visible the digital divides in vulnerable school environments and to reflect on the role of artificial intelligence in educational transformation.