Revisión sistemática de la enseñanza de la inteligencia artificial en la educación secundaria

This study explores and interprets recent international experiences about the incorporation of artificial intelligence (AI) in the technical secondary education curriculum, with the purpose of identifying contributions that guide curricular redesign processes in contexts such as Dominican. A systematic review of literature with qualitative approach and hermeneutical orientation was used, analyzing 37 academic sources published between 2020 and 2025. The findings were organized into four categories: curricular approaches, pedagogical strategies, contributions to the curricular design and ethical and methodological tensions. Revised experiences show significant advances, but also a strong technical and instrumental orientation, with limited inclusion of critical or humanistic perspectives. The main barriers identified include the low teacher training, the lack of clear normative frameworks and risks associated with the dehumanization of the educational process. It is concluded that the integration of AI in education requires ethical, flexible and contextualized curricular frameworks, as well as public policies that promote a critical algorithmic literacy. The study highlights the need to include diverse voices in the debate and states that AI, more than a tool, represents an opportunity to rethink the ends and senses of education in the digital era.