Artificial Intelligence and Change in Educational Policies: A Quantitative Study in Higher Technological Institutes of Central Lima
DOI:
https://doi.org/10.5281/zenodo.18273955Keywords:
digital transformation, higher technical education, educational technology, institutional management, curricular reformAbstract
The present study analyzes the relationship between the implementation of artificial intelligence and transformations in educational policies within technological higher institutes located in Central Lima. To evaluate the impact of artificial intelligence on the transformation of pedagogical practices and curricular adaptation within Technological Higher Institutes in Central Lima. Quantitative in nature, with a non-experimental, cross-sectional, correlational-causal design. The selected sample consisted of 85 teachers and administrators from technological institutions. The instrument used was a questionnaire validated through expert judgment and reliability analysis. The information was examined using descriptive and inferential statistics, including multiple linear regression and Pearson reciprocity tests. A significant positive reciprocity (r = 0.731, p < 0.01) was demonstrated between the adoption of artificial intelligence technologies and changes in institutional educational policies. The discussion compares these findings with recent Latin American studies, identifying equivalent patterns as well as distinctive features in the Peruvian context. Artificial intelligence operates as a driving force in the renewal of educational legal frameworks, although gaps remain in teacher training and infrastructure. The scientific contribution lies in empirically documenting this emerging phenomenon in Peruvian higher technical education, providing quantifiable information for decision-making in institutional and sectoral educational policies.
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