Generative AI in Education: A Framework for Leveraging Digital Tools in Latin American Classrooms

Generative Artificial lntelligence (AI) has the potential to help educators tackle persistent challenges-such as complex problem-solving and personalized mentoring-while preserving the essential human elements of judgment and empathy. Focusing on Latin American classrooms, this study explores how Al...

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Autores principales: Levy Yeyati, Eduardo, Robano, Virginia, Pereiro, Emiliano, Porto, Camila, Koleszar, Víctor
Formato: Documento de trabajo
Lenguaje:Inglés
Publicado: Universidad Torcuato Di Tella 2025
Materias:
Inteligencia Artificial
Artificial Intelligence
Educación
Education
Inteligencia Artificial Generativa
Enseñanza y formación
Teaching and training
Acceso en línea:https://repositorio.utdt.edu/handle/20.500.13098/13348
Aporte de:
Repositorio Digital Universidad Torcuato Di Tella de Universidad Torcuato Di Tella
id I57-R163-20.500.13098-13348
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spelling I57-R163-20.500.13098-133482025-03-22T07:00:18Z Generative AI in Education: A Framework for Leveraging Digital Tools in Latin American Classrooms Levy Yeyati, Eduardo Robano, Virginia Pereiro, Emiliano Porto, Camila Koleszar, Víctor Inteligencia Artificial Artificial Intelligence Educación Education Inteligencia Artificial Generativa Enseñanza y formación Teaching and training Generative Artificial lntelligence (AI) has the potential to help educators tackle persistent challenges-such as complex problem-solving and personalized mentoring-while preserving the essential human elements of judgment and empathy. Focusing on Latin American classrooms, this study explores how Al- powered chatbots can complement teachers in elementary and secondary education. Drawing on quantitative and qualitative evidence, we identify strategies to minimize gender gaps, strengthen teacher preparedness, and maximize student engagement. The study proposes actionable policies, including targeted teacher training, gender-inclusive Al adoption strategies, and scalable hybrid teaching models, as well as a blueprint for testing chatbot effectiveness. By incorporating a gender lens and a phased Al adoption strategy, our study not only outlines best practices for Al deployment but also offers empirical insights into how chatbots impact learning engagement, teacher preparedness, and student equity. Our framework serves as a guide for policymakers aiming to integrate Al tools in a way that supports-not replaces-educators while addressing disparities in access and usage. Documento de Políticas Públicas N° 35 Universidad Torcuato Di Tella Escuela de Gobierno Centro para la Evaluación de Políticas basadas en Evidencia (CEPE) 2025-03-21T21:36:19Z 2025-03-21T21:36:19Z 2025-03 info:eu-repo/semantics/workingPaper https://repositorio.utdt.edu/handle/20.500.13098/13348 eng Documentos de Políticas Públicas (DPP). Universidad Torcuato Di Tella. Escuela de Gobierno. Centro de Evaluación de Políticas basadas en la Evidencia (CEPE) info:eu-repo/semantics/openAccess https://creativecommons.org/licenses/by-sa/2.5/ar/ 41 p. application/pdf application/pdf
institution Universidad Torcuato Di Tella
institution_str I-57
repository_str R-163
collection Repositorio Digital Universidad Torcuato Di Tella
language Inglés
orig_language_str_mv eng
topic Inteligencia Artificial
Artificial Intelligence
Educación
Education
Inteligencia Artificial Generativa
Enseñanza y formación
Teaching and training
spellingShingle Inteligencia Artificial
Artificial Intelligence
Educación
Education
Inteligencia Artificial Generativa
Enseñanza y formación
Teaching and training
Levy Yeyati, Eduardo
Robano, Virginia
Pereiro, Emiliano
Porto, Camila
Koleszar, Víctor
Generative AI in Education: A Framework for Leveraging Digital Tools in Latin American Classrooms
topic_facet Inteligencia Artificial
Artificial Intelligence
Educación
Education
Inteligencia Artificial Generativa
Enseñanza y formación
Teaching and training
description Generative Artificial lntelligence (AI) has the potential to help educators tackle persistent challenges-such as complex problem-solving and personalized mentoring-while preserving the essential human elements of judgment and empathy. Focusing on Latin American classrooms, this study explores how Al- powered chatbots can complement teachers in elementary and secondary education. Drawing on quantitative and qualitative evidence, we identify strategies to minimize gender gaps, strengthen teacher preparedness, and maximize student engagement. The study proposes actionable policies, including targeted teacher training, gender-inclusive Al adoption strategies, and scalable hybrid teaching models, as well as a blueprint for testing chatbot effectiveness. By incorporating a gender lens and a phased Al adoption strategy, our study not only outlines best practices for Al deployment but also offers empirical insights into how chatbots impact learning engagement, teacher preparedness, and student equity. Our framework serves as a guide for policymakers aiming to integrate Al tools in a way that supports-not replaces-educators while addressing disparities in access and usage.
format Documento de trabajo
author Levy Yeyati, Eduardo
Robano, Virginia
Pereiro, Emiliano
Porto, Camila
Koleszar, Víctor
author_facet Levy Yeyati, Eduardo
Robano, Virginia
Pereiro, Emiliano
Porto, Camila
Koleszar, Víctor
author_sort Levy Yeyati, Eduardo
title Generative AI in Education: A Framework for Leveraging Digital Tools in Latin American Classrooms
title_short Generative AI in Education: A Framework for Leveraging Digital Tools in Latin American Classrooms
title_full Generative AI in Education: A Framework for Leveraging Digital Tools in Latin American Classrooms
title_fullStr Generative AI in Education: A Framework for Leveraging Digital Tools in Latin American Classrooms
title_full_unstemmed Generative AI in Education: A Framework for Leveraging Digital Tools in Latin American Classrooms
title_sort generative ai in education: a framework for leveraging digital tools in latin american classrooms
publisher Universidad Torcuato Di Tella
publishDate 2025
url https://repositorio.utdt.edu/handle/20.500.13098/13348
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AT robanovirginia generativeaiineducationaframeworkforleveragingdigitaltoolsinlatinamericanclassrooms
AT pereiroemiliano generativeaiineducationaframeworkforleveragingdigitaltoolsinlatinamericanclassrooms
AT portocamila generativeaiineducationaframeworkforleveragingdigitaltoolsinlatinamericanclassrooms
AT koleszarvictor generativeaiineducationaframeworkforleveragingdigitaltoolsinlatinamericanclassrooms
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