Artificial Intelligence in Education, Bridging Community Gap: A Phenomenological Approach

Oluwaseyi Opesemowo

doi:10.24310/ijne.14.2024.20505

Autores/as

Oluwaseyi Opesemowo University of Johannesburg Sudáfrica

DOI:

https://doi.org/10.24310/ijne.14.2024.20505

Palabras clave:

Ayuda al aprendizaje, Educación de calidad, Privacidad de los datos, Enfoque fenomenológico, Inteligencia Artificial

Resumen

La integración de la Inteligencia Artificial (IA) en la educación encierra un potencial transformador para colmar las lagunas existentes en la comunidad, especialmente en comunidades marginadas y con escasos recursos. Este estudio explora las múltiples formas en que las tecnologías de IA pueden mejorar la accesibilidad, la calidad y la equidad de la educación, fomentando así el desarrollo inclusivo de la comunidad. La disparidad educativa entre las comunidades con escasos recursos y las que carecen de ellos en Nigeria es un problema acuciante, motivado principalmente por la desigualdad en la financiación, la inseguridad, la corrupción, la asignación de recursos y la escasez de profesores. Esta brecha afecta al rendimiento académico y limita las oportunidades futuras de los alumnos de las comunidades con escasos recursos. El estudio profundiza en las iniciativas impulsadas por la IA para reducir la brecha digital, como el despliegue de herramientas educativas impulsadas por la IA en comunidades desatendidas con acceso limitado a una educación de calidad, lo cual es inminente. Aprovechando la IA, esta investigación subraya el potencial para democratizar la educación, ofreciendo experiencias de aprendizaje a medida que puedan adaptarse a las diversas necesidades de los estudiantes en diferentes ubicaciones geográficas de Nigeria. El objetivo principal del estudio es salvar la brecha existente entre las comunidades a través de la IA en la educación utilizando un enfoque fenomenológico. El estudio cualitativo adoptó un enfoque fenomenológico. La población estaba formada por todos los profesores de secundaria de Nigeria. Quince profesores de escuelas públicas de comunidades con pocos recursos constituyeron la muestra del estudio y se extrajeron intencionadamente en función de la disponibilidad. Los datos cualitativos se evaluaron temáticamente, y de la investigación surgieron tres temas (es decir, ayuda al aprendizaje, educación de calidad y deficiencia de infraestructuras). Las conclusiones de este estudio indican que la IA puede proporcionar ayuda al aprendizaje y mejorar la calidad de la educación. Aunque la IA puede mejorar potencialmente las experiencias de aprendizaje, las partes interesadas deben abordar rápidamente las preocupaciones sobre la deficiencia de las infraestructuras, la inseguridad, la corrupción y el impedimento de la interacción social en la educación. El estudio concluye que la incorporación de la tecnología basada en la IA en comunidades con escasos recursos reducirá la brecha comunitaria y permitirá a todos los alumnos competir favorablemente, independientemente de dónde residan.

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