Cultural and Technological Intersections: The Experience of Indigenous Communities with AI in the Highlands of Chiapas
Abstract
This study explores perceptions and attitudes towards artificial intelligence (AI) in the educational context of the Colegios de Bachilleres (COBACH) in the Highlands of Chiapas, with the aim of understanding how students, teachers, administrators, and parents interpret its integration into the educational system. A mixed-methods approach was employed, combining surveys with 34 students, 17 teachers, 17 administrators, and 17 parents, along with semi-structured interviews, focus groups, and participant observation in six selected schools. The results revealed significant variability in attitudes towards AI, influenced by factors such as internet access, ethnicity, and teacher training. The digital divide emerged as a key obstacle to educational equity, while cultural resistance highlighted the need to adapt AI to local values. Although students show enthusiasm for the potential of AI to enhance learning, teachers express concerns about its impact on privacy and culture. The discussion underscores the importance of adopting a participatory and inclusive approach, prioritizing connectivity and teacher training. This study contributes to the academic debate on technology and culture, offering practical recommendations for implementing AI in an ethical and culturally sensitive manner, ensuring that it respects and strengthens indigenous traditions while promoting educational innovation in underserved contexts.
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