Human dimension in the integration of artificial intelligence in a rural educational institution: case study in the Eustorgio Salgar school

Abstract

The incorporation of artificial intelligence (AI) in education presents opportunities to strengthen personalized learning, support teachers, and optimize pedagogical and administrative processes. However, in rural contexts, its integration requires a situated understanding of institutional conditions, technological gaps, teacher training, and the indispensable role of human mediation. This article analyzes the possibilities of incorporating AI at the Eustorgio Salgar Educational Institution, located in the Salgar district of the municipality of Puerto Colombia, as an educational innovation strategy with a human-centered approach. Methodologically, a qualitative study was conducted with a descriptive-analytical scope and a case study design, supported by document review, contextual analysis, and institutional observation. The information was organized thematically into four dimensions: institutional conditions, pedagogical opportunities, risks and tensions, and teacher mediation. The findings show that the technological infrastructure represents a relevant opportunity, but is insufficient for the meaningful integration of AI; Its potential depends on pedagogical guidelines, teacher training, ethical criteria, data protection, and an understanding of the rural environment with urban influences. It is concluded that AI can be consolidated as a support tool for teaching, learning, and school management when it is integrated with conscious teacher mediation and an educational vision centered on human dignity, inclusion, and contextual relevance.