<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2215-4132</journal-id>
<journal-title><![CDATA[Revista Innovaciones Educativas]]></journal-title>
<abbrev-journal-title><![CDATA[Innovaciones Educativas]]></abbrev-journal-title>
<issn>2215-4132</issn>
<publisher>
<publisher-name><![CDATA[Universidad Estatal a Distancia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-41322024000200063</article-id>
<article-id pub-id-type="doi">10.22458/ie.v26i41.4952</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Percepciones del personal docente acerca del uso ético de la inteligencia artificial en su labor educativa]]></article-title>
<article-title xml:lang="en"><![CDATA[Teachers&#8217; Perception of the Ethical Use of Artificial Intelligence in their Educational Work]]></article-title>
<article-title xml:lang="pt"><![CDATA[Percepções de pessoal docente sobre o uso ético da inteligência artificial em seu trabalho educativo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alfaro Salas]]></surname>
<given-names><![CDATA[Hazel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Díaz Porras]]></surname>
<given-names><![CDATA[Jorge Alonso]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[San José ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Estatal a Distancia  ]]></institution>
<addr-line><![CDATA[San José ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>26</volume>
<numero>41</numero>
<fpage>63</fpage>
<lpage>77</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-41322024000200063&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-41322024000200063&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-41322024000200063&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen. El objetivo del artículo se enfocó en analizar la percepción que tiene el personal docente costarricense con respecto al uso ético de la inteligencia artificial (IA) en su labor educativa. El documento se adentra en la inteligencia artificial en la educación, abordando su definición, características y cómo es percibida por el personal docente de niveles de primaria, secundaria y universitaria de Costa Rica. También examina las consideraciones éticas en su implementación en la enseñanza y la diversidad de herramientas de IA, su aplicación y la experiencia de las personas docentes en su uso. La investigación se llevó a cabo utilizando un enfoque mixto concurrente y se apoyó en técnicas de análisis descriptivos. Además, la recopilación de datos se realizó a través de un cuestionario, en el que participaron 134 personas docentes de todo el ámbito educativo costarricense. Para el análisis de datos, se emplearon estrategias cualitativas y cuantitativas. Los resultados indican que la familiaridad del personal docente con la inteligencia artificial en la educación es limitada. Asimismo, algunas personas des- conocen las capacidades de la IA para adaptar el contenido al aprendizaje individualizado, aunque consideran que podría ayudar a apoyar al estudiantado. Se concluye que el personal docente revela una comprensión de la importancia en relación con el abordaje y las implicaciones éticas del uso de la IA en el aula. Finalmente, es necesaria una mayor formación sobre el uso óptimo de las herramientas de IA.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The main objective of the article is to analyze the perception of Costa Rican teachers regarding the ethical use of Artificial Intelligence (AI) in their educational work. The paper deals with AI in education, its definition, characteristics and how it is perceived by Costa Rican teachers at the elementary, high school and university levels. It also discusses the ethical considerations regarding its use for educational purposes and the diversity of AI tools, their application and the experiences that teachers have had with them. The research was conducted using a concurrent mixed methods approach and relied on descriptive analysis techniques. For data collection, 134 teachers from all educational backgrounds in Costa Rica responded to a questionnaire. The data were analyzed using qualitative and quantitative strategies. The results show that teachers have limited knowledge about the use of Artificial Intelligence for educational purposes. Also, although some of them consider that AI could be useful to support students, they are not aware of the possibilities that AI offers to adapt content for individualized learning. The article concludes that teachers are aware of the importance of the AI approach and the ethical implications of using it in the classroom. Finally, there is a need for better training on how to best use AI tools.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O objetivo do artigo centrouse em analisar a percepção que o pessoal docente costarriquenho tem sobre o uso ético da inteligência artificial (IA) em seu trabalho educativo. O documento investiga a inteligência artificial na educação, abordando sua definição, características e como ela é percebida pelo pessoal docente nos níveis primário, secundário e universitário da Costa Rica. Examina também as considerações éticas na sua implementação no ensino e a diversidade das ferramentas de IA, a sua aplicação e a experiência do pessoal docente no seu uso. A investigação foi realizada usando um enfoque misto concorrente e amparada em técnicas de análise descritiva. Além disso, a coleta de dados foi realizada por meio de um questionário, do qual participaram 134 docentes de toda a área educativa costarriquenha. Para análise dos dados foram utilizadas estratégias qualitativas e quantitativas. Os resultados indicam que a familiaridade do pessoal docente com a inteligência artificial na educação é limitada. Da mesma forma, algumas pessoas desconhecem as capacidades da IA para adaptar o conteúdo para uma aprendizagem individualizada, embora acreditem que poderia ajudar a apoiar os estudantes. Concluise que o pessoal docente revela compreensão da importância em relação à abordagem e às implicações éticas do uso da IA em sala de aula. Por último, é necessária mais formação sobre a utilização otimizada das ferramentas de IA.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Innovación Docente]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías Emergentes]]></kwd>
<kwd lng="es"><![CDATA[Inteligencia Artificial.]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Teacher Innovation]]></kwd>
<kwd lng="en"><![CDATA[Emerging Technologies]]></kwd>
<kwd lng="en"><![CDATA[Artificial Intelligence]]></kwd>
<kwd lng="en"><![CDATA[Artificial Intelligence.]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Inovação Docente]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias Emergentes]]></kwd>
<kwd lng="pt"><![CDATA[Inteligência Artificial.]]></kwd>
</kwd-group>
</article-meta>
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