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

Eduardo Levy Yeyati, Virginia Robano (), Emiliano Pereiro (), Camila Porto () and Víctor Koleszar ()

School of Government Working Papers from Universidad Torcuato Di Tella

Abstract: Generative Artificial Intelligence (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 AI-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 AI adoption strategies, and scalable hybrid teaching models, as well as a blueprint for testing chatbot effectiveness. By incorporating a gender lens and a phased AI adoption strategy, our study not only outlines best practices for AI 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 AI tools in a way that supports—not replaces—educators while addressing disparities in access and usage.

Keywords: artificial intelligence; education; ChatGPT; complementarity; LLM; automated tutor; chatbot; classroom; teaching (search for similar items in EconPapers)
JEL-codes: C9 I21 J24 O33 (search for similar items in EconPapers)
Pages: 41 pages
Date: 2025-03
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