ADOPTION AND ADAPTATION OF ARTIFICIAL INTELLIGENCE IN TECHNICAL EDUCATION AT AN INSTITUTE IN LIMA

Abstract

This study aimed to identify the level of adoption and adaptation of artificial intelligence (AI) tools among students and teachers in technical education at an institute in Lima. Using a quantitative approach, two validated questionnaires were applied to a sample of 118 students and 10 teachers. The instruments measured variables related to knowledge, usage, educational purpose, and critical integration of AI in the learning process. The results showed that students have occasional access to these technologies, but their academic use and adaptability remain limited. Teachers showed a high level of familiarity, although with significant differences in pedagogical integration. It is concluded that, although AI is present in the technical educational environment, its effective incorporation requires institutional strategies to strengthen digital competencies, continuous teacher training, and critical and responsible student engagement.