Artificial Intelligence as a Transformative Strategy in Teaching: A Descriptive Analysis of International and Dominican Experiences

This scientific essay critically and descriptively analyzes the emerging role of artificial intelligence (AI) as a transformative pedagogical strategy in education, both internationally and in the specific context of the Dominican Republic. The central objective is to identify and reflect on the benefits, challenges, and necessary conditions for an effective and ethical integration of these technologies in secondary education. To this end, a documentary review of recent studies that address the phenomenon from various perspectives, including pedagogical, technological, and ethical, was conducted. Among the sources consulted are research by Zhang and Zhang (2024), Chen and Li (2024), Ovalle (2023), Robles Morales (2025), and Su et al. (2022), whose contributions offer a solid theoretical basis for understanding the educational implications of AI. The findings highlight AI's ability to personalize learning according to the pace and style of each student, automate feedback, reinforce the teaching role through technological support, and expand the possibilities of inclusion for students with diverse needs. However, associated risks are also highlighted, such as the potential dehumanization of the educational process, technological dependence, algorithmic opacity, and ethical tensions surrounding the use of personal data. In conclusion, the need to adopt a critical, ethical, and contextualized approach to integrating AI into teaching is highlighted, proposing concrete measures that include teacher training, clear regulatory frameworks, and equitable infrastructure that guarantees the right to quality education in the digital age.