With the generalization and democratization, first, of the internet, tablets, or mobile phones, and, later, of artificial intelligence (whose universalization is in process), the use of these new technologies in classrooms has been emphasized, but always from the perspective of the students. There have been regulations and limits have been set, seeking the difficult balance between their inevitable use and the risks it entails. Demócrata now focuses on teachers, female teachers, and educational institutions.
What role should AI have as a tool for teaching?, should its use be taught in classrooms? Questions that deserve an answer and that start from a fact: AI is a reality that cannot be eliminated. Therefore, we should not ask ourselves if it should be used, but 'how'. This is emphasized in the report Challenges and evolutions of STEM vocations in Spain, prepared by DigitalES: “In this new scenario, digital tools should not be understood as an end in themselves, but as means to enhance cognitive processes, personalize teaching, foster collaborative learning, and develop the necessary skills for the 21st century”.
A tool
The integration of artificial intelligence in education does not respond to a single approach, but rather is articulated in different forms of teaching and learning. This is according to the Guide on the use of artificial intelligence in the educational field, prepared by the National Institute of Educational Technologies and Teacher Training (Intef), dependent on the Ministry of Education.
This one poses three interconnected avenues to address its use:
- Teaching for AI implies equipping students with key competencies to face the challenges posed by this technology, such as understanding data biases, computational thinking, or reflection on information protection.
- Teaching about AI adopts a more technical approach, focused on understanding its functioning and developing applications, such as programming solutions based on these systems.
- Teaching with AI involves incorporating these tools into the educational process to improve teaching and learning, through resources such as content personalization or material generation.
What teachers say and do
The role of teachers in Spain has changed notably between 2019 and 2025, largely due to the impact of the pandemic, which accelerated digitalization and forced educators to quickly adapt to virtual teaching. That process marked a before and after, although it also made it clear that the use of technology must go beyond superficial application to truly transform classrooms, according to DigitalES in the aforementioned report.
Years after the pandemic, they add, studies detect a drop in the use of digital tools, especially in attitude and evaluation activities. In the specific case of artificial intelligence, the data reflect a gap between intention and reality. According to a report by GAD3 and the FIEX Observatory, 73% of teachers have used AI at some point, compared to 82% of students. Even so, 76% consider that their university training does not align with the reality of the classroom or the use of this technology.
The general perception is prudent. 62% believe AI training is essential, but teachers show skepticism about its reliability, with ratings of 5.2 in objectivity and 5.4 in accuracy. Furthermore, they warn of risks such as the possible increase in school bullying and recommend supervised use from the age of 13.
Although close to three out of every four teachers already use or plan to use AI, the lack of technical preparation remains an obstacle. Teachers identify benefits such as streamlining tasks or accessing resources, but they also fear a negative impact on educational quality, interpersonal skills, and critical thinking. The main concern is that reliance on automatic responses may limit students' analytical abilities.
Ethical Guidelines for AI Use in Classrooms
In 2022, the European Union published the Ethical Guidelines on the Use of Artificial Intelligence and Data in Education and Training for Educators, which emphasize the need for educational institutions to adopt collaborative and reflective processes before incorporating these technologies.
The document points out that schools must analyze how they can use AI to improve teaching and learning, taking into account that its effects are not always predictable. Therefore, the EU recommends introducing these tools gradually, monitoring their consequences, and maintaining the possibility of reversing course if unwanted effects appear.
One of the key points is the review of data usage. Centers must identify what information they collect, for what purpose, and for how long they keep it, in accordance with the General Data Protection Regulation. The need to assess whether less specific data can be used to achieve the same objectives is also raised.
Before implementing AI systems, guidelines recommend establishing clear policies that define their use, guarantee human supervision, ensure data quality, and consider teacher training. Furthermore, pilot tests are advised to evaluate their effectiveness, their impact on learning, and their ethical suitability.
Continuous monitoring is another essential element. Centers must constantly evaluate how AI affects teaching, who is responsible for that control, and how the results are used to make future decisions.
Lastly, the importance of involving the entire educational community is underlined. The collaboration between teachers, schools, and providers, as well as communication with families and students, is key to generating trust. The need for teachers to stay updated on technological advancements to ensure responsible and effective use of artificial intelligence is also highlighted.
Benefits of artificial intelligence in schools
According to the DigitalES report, the incorporation of artificial intelligence in education brings a series of relevant advantages that can transform both learning and teaching:
- Personalization of learning: AI allows content, pace, and methodologies to be adapted to the needs, skills, and interests of each student, generating training paths adjusted to their strengths and weaknesses.
- Automation of tasks: facilitates the management of administrative and repetitive activities, such as grading multiple-choice tests, organizing schedules, or monitoring progress, freeing up time for direct teaching.
- Access to educational resources: expands the availability of materials through intelligent libraries, recommendation systems, virtual tutors, research tools, and interactive content.
- Immediate feedback: allows for quick and detailed responses on exercises and assessments, helping students identify errors and improve autonomously.
- Early detection of difficulties: the analysis of learning data facilitates the identification of problems, risk of dropout, or special educational needs, which favors more effective interventions.
- Development of key competencies: the use of AI contributes to the promotion of skills such as critical thinking, problem-solving, creativity, collaboration, and digital literacy.
- Improvement of accessibility: offers tools such as screen readers, voice recognition, automatic subtitling, or instant translation, which facilitate access to education for students with different needs.