Artificial Intelligence in Education: Notions, Perceptions, and Projections of AI Integration in the Chilean Context
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Date
2025
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Abstract
This chapter explores the integration of Artificial Intelligence (AI) in English as a Foreign Language (EFL) education within the Chilean context. Drawing on a convergent parallel mixed-methods study, it analyzes the notions and perceptions of AI use among in-service teachers, pre-service teachers, and academics. The findings reveal widespread interest in AI but limited pedagogical application, with most participants using AI for lesson planning and administrative support rather than student-centered learning. While all groups recognize the importance of incorporating AI training into teacher education, their views differ regarding implementation and ethical concerns. The study highlights the need for foundational digital literacy, critical AI awareness, and differentiated training pathways. It concludes with recommendations for curriculum redesign to support meaningful and responsible AI integration in teacher preparation programs.