Gaps in AI education: analysis of the AI Index 2025 and its implications for Latin America

Jorge Iván  Pincay-Ponce; Ana María  Ponce Tomalá; Ingrid Edith  Narea Velasco; Luisa Jessenia  Guerrero Zambrano; Lídice Mónica  Franco-Franco

doi:10.56124/encriptar.v9i17.012

Authors

Jorge Iván Pincay-Ponce Universidad Laica Eloy Alfaro de Manabí, ULEAM
Ana María Ponce Tomalá Unidad Educativa Fiscal César Borja Lavayen
Ingrid Edith Narea Velasco Unidad Educativa Fiscal Vicente Rocafuerte
Luisa Jessenia Guerrero Zambrano Unidad Educativa Quevedo
Lídice Mónica Franco-Franco Ministerio de Educación

DOI:

https://doi.org/10.56124/encriptar.v9i17.012

Keywords:

Artificial Intelligence, Educational Gap, Latin America, Technological Sovereignty, AI Index 2025

Abstract

This article analyzes the gaps in Artificial Intelligence education in Latin America based on Stanford's AI Index Report 2025. Using documentary methodology and data triangulation with ECLAC and the IDB, it was identified that the region contributes only 1.66% of global research in Artificial Intelligence. The results show a contradiction between the high demand for teacher training (81%) and the low capacity for technical implementation. It is concluded that the educational gap is the main obstacle to regional technological sovereignty, relegating Latin American countries to algorithmic dependence if curricula, especially at the university level, are not urgently reformed.

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