Cristóbal Cobo

Replantea la política docente en clave de IA articulando evidencia para la acción a lo largo del ciclo profesional: atracción y formación inicial, inducción, desarrollo, evaluación y condiciones de trabajo. Diferencia usos prometedores (tutoría adaptativa supervisada, retroalimentación formativa, analítica para apoyos tempranos, automatización administrativa) de aplicaciones inmaduras o riesgosas; discute equidad, protección de datos y gobernanza; y propone criterios de decisión basados en… Show more

Replantea la política docente en clave de IA articulando evidencia para la acción a lo largo del ciclo profesional: atracción y formación inicial, inducción, desarrollo, evaluación y condiciones de trabajo. Diferencia usos prometedores (tutoría adaptativa supervisada, retroalimentación formativa, analítica para apoyos tempranos, automatización administrativa) de aplicaciones inmaduras o riesgosas; discute equidad, protección de datos y gobernanza; y propone criterios de decisión basados en diseño experimental, evaluación de impacto y capacidad institucional, situando a la docencia como eje de cualquier integración tecnológica con sentido pedagógico.

El texto documenta avances por dimensión de política docente —atracción de talento, formación inicial, asignación/selección y apoyo profesional continuo—, a la vez que advierte sobre madurez desigual de la evidencia y límites de escalabilidad en contextos de bajos recursos. A modo de recordatorio el trabajo presenta evidencias para explicar por qué los docentes no serán reemplazados porque el aprendizaje es relacional y situado; porque la orquestación didáctica, el juicio ético y la adaptación al contexto exceden la predicción estadística; porque la retroalimentación formativa requiere interpretar intenciones, emociones y trayectorias.

Referencia monográfica completa: Molina, Ezequiel y Cobo, Cristóbal (2025). Repensar la política docente en la era de la inteligencia artificial: evidencia para la acción. Papeles de Economía Española, nº 184, pp. 44-62. Madrid: FUNCAS. ISSN 0210-9107. Show less

The World Bank's brief, AI Revolution in Education, explores the transformative potential of artificial intelligence (AI) in the education sector, particularly within Latin America and the Caribbean. It highlights AI applications for teachers, students, and administrators. For teachers, AI tools assist with lesson planning, feedback, and reducing administrative burdens. For students, personalized AI tutors and generative AI tools foster engagement and critical thinking. AI also streamlines… Show more

The World Bank's brief, AI Revolution in Education, explores the transformative potential of artificial intelligence (AI) in the education sector, particularly within Latin America and the Caribbean. It highlights AI applications for teachers, students, and administrators. For teachers, AI tools assist with lesson planning, feedback, and reducing administrative burdens. For students, personalized AI tutors and generative AI tools foster engagement and critical thinking. AI also streamlines administrative tasks like curriculum management and early identification of students at risk. While AI offers significant opportunities, challenges such as equitable access, data privacy, and ethical governance need attention. The brief stresses that AI should complement, not replace, human expertise, and advocates for balanced integration with strong infrastructure investment, teacher training, and public-private partnerships to ensure equitable and effective use in education systems. Show less

With the evolution of COVID-19 and the need for social distancing measures, the Internet took on a critical role in enabling at least part of our routine activities to be carried out remotely during this period. The situation was not different with education. More than a year after the onset of the health crisis, approximately half of the students are still facing the consequences of a partial or full closure of schools. Given this reality, governments and school communities have adopted… Show more

With the evolution of COVID-19 and the need for social distancing measures, the Internet took on a critical role in enabling at least part of our routine activities to be carried out remotely during this period. The situation was not different with education. More than a year after the onset of the health crisis, approximately half of the students are still facing the consequences of a partial or full closure of schools. Given this reality, governments and school communities have adopted alternatives for the continuity of education during the context of the pandemic, as millions of people have come to depend, more than ever, on the Internet and digital technologies. In a way, the use of technology has been an important alternative to allow the continuity of school activities, enable communication between schools, families, and students, provide access to pedagogical content, and conduct classes remotely. However, at the same time, the new technologies that were adopted in the daily lives of people and institutions presented many challenges for education and demanded a re- assessment of curricula and teaching methodologies in educational spaces. Show less

This report brings together 45 of the education continuity stories that were jointly documented by the OECD, the World Bank, Harvard’s Global Education Innovation Initiative and HundrED during the first wave of school closures related to the COVID-19 pandemic. It covers a variety of different examples on how governments and non-governmental organisations quickly responded to school closures to implement a strategy for learners around the world to continue to study. While often based on the use… Show more

This report brings together 45 of the education continuity stories that were jointly documented by the OECD, the World Bank, Harvard’s Global Education Innovation Initiative and HundrED during the first wave of school closures related to the COVID-19 pandemic. It covers a variety of different examples on how governments and non-governmental organisations quickly responded to school closures to implement a strategy for learners around the world to continue to study. While often based on the use of digital solutions, those solutions target specific solutions aimed at academic learning, socio-emotional support, teacher professional development, etc. The book covers examples from low, middle and high income countries on all continents and draws some lessons of these fast-paced responses to reimagine a post-pandemic education across the world. Show less

As digital technologies play a key role across all aspects of our societies and in everyday life, teaching students about data is becoming increasingly important in schools and universities around the world. Bringing together international case studies of innovative responses to datafication, this book sets an agenda for how teachers, students and policy makers can best understand what kind of educational intervention works and why.

Learning to Live with Datafication is unique in its… Show more

As digital technologies play a key role across all aspects of our societies and in everyday life, teaching students about data is becoming increasingly important in schools and universities around the world. Bringing together international case studies of innovative responses to datafication, this book sets an agenda for how teachers, students and policy makers can best understand what kind of educational intervention works and why.

Learning to Live with Datafication is unique in its focus on educational responses to datafication as well as critical analysis. Through case studies grounded in empirical research and practice, the book explores the dimensions of datafication from diverse perspectives that bring in a range of cultural aspects. It examines how educators conceptualise the social implications of datafication and what is at stake for learners and citizens as educational institutions try to define what datafication will mean for the next generation.

Written by international leaders in this emerging field, this book will be of interest to teacher educators, researchers and post graduate students in education who have an interest in datafication and data literacies. Show less

School closures during COVID-19 (coronavirus) led to an unprecedented global experiment in the delivery of remote learning. This report seeks to assess what lessons can be drawn from experiences of remote learning during COVID-19 in K-12 education, with a focus on low- and middle-income countries. It focuses on the period from March 2020 to October 2021 and addresses the following key questions: 1. Was remote learning during COVID-19 taken up and if so, was it effective? That is, did children… Show more

School closures during COVID-19 (coronavirus) led to an unprecedented global experiment in the delivery of remote learning. This report seeks to assess what lessons can be drawn from experiences of remote learning during COVID-19 in K-12 education, with a focus on low- and middle-income countries. It focuses on the period from March 2020 to October 2021 and addresses the following key questions: 1. Was remote learning during COVID-19 taken up and if so, was it effective? That is, did children learn as much as they did during pre-pandemic, in-person learning? 2. What lessons can governments derive from this wide-spread experience? 3. How might policymakers use these lessons to reimagine learning as schools begin to reopen? This report is part of a larger effort led by the World Bank to provide guidance and technical assistance to optimize country effectiveness in the design and execution of remote learning strategies. It has been developed in conjunction with Remote Learning During the Global School Lockdown: Multi-Country Lessons, a qualitative study conducted between May and November 2020 to understand the perceived effectiveness of remote and remedial learning solutions implemented across 17 countries. Show less