Pedagogía adaptativa basada en inteligencia artificial en aulas fiscales del Ecuador

This research analyzes the impact of artificial intelligence (AI)-based adaptive pedagogy in public elementary education classrooms in the province of Guayas, Ecuador. The study used a mixed-method, quasi-experimental design, implementing a twelve-week intervention in three educational institutions. Academic tests, teacher questionnaires, focus groups, and an adaptive platform that personalized content based on individual student progress were used. The results reveal significant improvements in academic performance, increased intrinsic motivation, and greater active participation in the experimental group compared to the control group. Teachers also highlighted the usefulness of AI for monitoring learning, although they noted limitations related to technological infrastructure and the need for specific training. The research concludes that adaptive pedagogy with AI constitutes an innovative and viable strategy for strengthening educational quality in public settings, provided it is accompanied by public policies on digital equity and teacher training. These findings contribute to the generation of local evidence on the transformative potential of AI in the Ecuadorian education system.