Inteligencia Artificial como herramienta para el desarrollo de competencias de escritura en educación básica media

Abstract

This bibliographic study aimed to analyze the effectiveness of artificial intelligence (AI) as a complementary tool to traditional strategies for developing writing competencies in middle school students, to identify its benefits, and to examine its impact on students’ academic performance. The methodology applied was bibliographic with a descriptive-analytical design, which included a systematic review of academic sources published between 2015 and 2025. Through the selection of articles addressing artificial intelligence, self-directed writing, education, and participation, content analysis was applied to categorize the information and build an updated theoretical framework. The results show that the use of ChatGPT and other AI-based platforms improves coherence, cohesion, grammar, and structure of the content itself, with improvements up to 74% (Barrera et al., 2024). Moreover, a significant increase was observed in levels of motivation, autonomy, and positive self-assessment during the writing process. The discussion concludes that AI does not replace the teacher, but redefines their role into an ethical and critical guide. The effectiveness of AI in writing development depends on appropriate pedagogical integration, teacher training, and technological resources. Keywords: technology, artificial intelligence, teaching-learning, self-directed learning, education, participation