Artificial intelligence from the perspective of Cuban education

Abstract

This paper analyzes the gaps and potential of artificial intelligence (AI) in the Cuban education system, in a context marked by increasing global digitalization and the country's structural challenges. It is based on the recognition that AI can transform pedagogical practices, but its implementation requires a critical, ethical, and contextual approach. The study identifies four main gaps: infrastructural, educational, cultural, and ethical, which limit equitable access, teacher training, the relevance of AI-generated content, and the development of critical thinking in students.

Based on a documentary review and analysis of specific experiences, a strategy based on three lines of action is proposed: teacher development programs, development of educational infrastructure through the Intelligent Digital Room (IDR), and the promotion of communities of collaborative practice. The results show progress in digital skills, ethical awareness, and active learning, as well as limitations related to connectivity and the duration of interventions.

The effective integration of AI into Cuban education is possible if it is articulated from a sovereign, inclusive, and pedagogical perspective. This work provides guidelines for an educational policy that leverages the potential of AI without abandoning the humanistic principles of the Cuban model.