Chilean Teachers’ Knowledge of and Experience with Artificial Intelligence as a Pedagogical Tool

Abstract

Although Artificial Intelligence (AI) is transforming teachers’ knowledge and professional practice, its full potential has yet to be fully realized. To incorporate AI effectively into pedagogical contexts, it is essential that teachers possess the knowledge necessary to guide its responsible use. However, in Latin America, there remains limited empirical evidence to support this process. To address this gap, this empirical study analyzes teachers’ knowledge of AI using the Intelligent-TPACK framework, which includes an ethical dimension. A validated and adapted questionnaire was administered to 709 primary and secondary school teachers from the Metropolitan Region of Chile, using a non-probability sampling method. The sample is compositional–descriptive in nature for the study variables and is not statistically representative of the broader population. Data were analyzed through descriptive and inferential statistical methods. The results reveal mixed levels of knowledge—slightly higher in technological knowledge yet lower in terms of integration and ethical awareness. Significant differences were found by gender, age, teaching level, and subject area. Regression models identified teaching experience, gender, and educational level as the most consistent predictors. Additionally, cluster analysis revealed four exploratory professional profiles characterized by varying degrees of knowledge. These findings are discussed in light of teacher training needs and aim to inform the development of professional learning programs better aligned with the actual demands of the teaching profession.