The role of generative artificial intelligence in secondary schools: Realities and challenges

Abstract

Generative Artificial Intelligence (GAI) is driving significant transformations in contemporary education while also generating tensions, especially in contexts marked by socio‑structural limitations. This qualitative study explores the perceptions and experiences of teachers, administrative staff, and students at two public secondary schools in the Guadalajara Metropolitan Area (Mexico) regarding the use of GAI. Its aim was to analyze the barriers to effective integration as well as the implications for pedagogical practice and educational equity. Using a descriptive approach that combined a literature review, a field diary, and online questionnaires administered to focus groups of educational stakeholders, the data were qualitatively analyzed to identify emerging themes. The findings reveal a heterogeneous—and often superficial—adoption of GAI. While some teachers are beginning to explore its use to streamline tasks such as lesson planning, a considerable number express reluctance or unfamiliarity, and administrative staff tend to favor traditional methods. Crucially, students report severe limitations on internet access at school, scant promotion of GAI by teachers, and persistent socioeconomic barriers. The study confirms that effective GAI integration is hindered by structural gaps between technological promises and contextual realities. Infrastructural shortcomings, the need for critical teacher training, and socioeconomic inequalities are decisive factors, suggesting that without a systemic approach and critical GAI literacy, the technology could exacerbate existing disparities.