Artificial Intelligence: Knowledge Level Among High School Teachers at Universidad Juárez, Durango, Mexico

Abstract

Artificial intelligence (AI), despite its potential to personalize learning and automate tasks, has seen uneven adoption in school settings due to educational, ethical, and technological limitations. This study explored the level of AI knowledge among high school teachers at Universidad Juárez in Durango, Mexico, aiming to identify strengths and gaps in their technological literacy. A quantitative, descriptive research design was employed, based on a validated questionnaire administered to a sample of 72 teachers. The study assessed five key dimensions: comprehension, familiarity, interaction, ethical implications, and overall knowledge. Findings revealed that 58.3 % of teachers demonstrated a moderate understanding of AI, while only 20.8 % reached a high level. Half of the participants reported low familiarity, and just 5.6 % exhibited high familiarity. Additionally, 38.9 % showed limited ability to interact with AI systems, and an equal percentage failed to recognize ethical implications in their use. Only 20.8 % displayed a high level of comprehensive knowledge. These findings are consistent with previous research highlighting fragmented literacy and limited critical training in AI. The study concluded that, although there have been initial advances, the integration of AI into teaching practices remains constrained by structural gaps. It is recommended to enhance professional development programs that not only address technical use but also foster ethical thinking and pedagogical reflection, in order to prevent a superficial or uncritical implementation of these technologies in the classroom.