Expectations of primary school teachers regarding the use of artificial intelligence in teaching-learning processes in vulnerable contexts

Abstract

The present scoping review analyses the expectations that primary school teachers have regarding the use of Artificial Intelligence (AI) in teaching–learning processes in vulnerable contexts, through a bibliometric analysis of current studies in indexed databases using the Prisma-ScR methodology. The search allowed the retrieval of 205 records, of which twelve met the inclusion criteria. The findings were classified into six thematic categories: positive expectations toward AI and its potential in vulnerable contexts; fear or uncertainty regarding teacher replacement; technological and infrastructure barriers; effects on socialization, privacy, and ethics; relevance of teacher training and support; and pedagogical approaches aimed at personalization and information quality. The results suggest that AI has the potential to foster personalized learning; however, there are challenges related to resources, privacy, information reliability, and the difficulty associated with the requirements for its implementation. Governments should place emphasis on the creation of ethical frameworks, teacher training, and AI use policies specific to primary education in vulnerable contexts.