Resumen

PONCE ALTAMIRANO, Darwin Rolando  y  CHERRE ANTON, Carlos Alberto. ARTIFICIAL INTELLIGENCE TOOLS IN HIGH SCHOOL STUDENTS. Aula Virtual [online]. 2025, vol.6, n.13, e604.  Epub 27-Dic-2025. ISSN 2665-0398.  https://doi.org/10.5281/zenodo.18023700.

The advent of Artificial Intelligence (AI), particularly generative chatbots and adaptive learning systems, presents a significant disruption in high school education, offering opportunities for learning personalization and task optimization. Yet, this integration introduces critical challenges such as academic integrity, potential technological dependency, and the digital divide. This research aimed to analyze high school students' knowledge, frequency of use, and perception of AI tools, assessing their impact on academic and ethical competencies. The study distinguishes two modalities of use: substitutive use (delegating cognitive work, leading to superficial learning and algorithmic plagiarism) and complementary use (using AI as a cognitive assistant or Socratic tutor to foster critical thinking and comprehension). To address the associated risks, the paper proposes the transversal integration of AI Literacy (AIL), which involves understanding algorithmic biases and prompt engineering. Furthermore, a fundamental step is the redesign of assessments towards authentic, contextualized tasks that require critical human intervention. These guidelines seek to ensure AI is used as a cognitive-pedagogical tool that promotes autonomy and equity in the curriculum.

Palabras clave : Artificial Intelligence; High School; Adaptive Learning; Generative AI; AI Literacy.

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