Protagonism in the Authorship of Intelligent Tutor Systems in Vulnerability Contexts: A Qualitative Analysis
DOI:
https://doi.org/10.5753/rbie.2026.7850Keywords:
Intelligent Tutoring Systems, Teacher Authoring, AIED Unplugged, Digital Inclusion, Educational InequityAbstract
Intelligent Tutoring Systems (ITS) hold considerable potential for personalizing education, but their large-scale adoption is hindered by educational inequity and the historical exclusion of teachers from the technology development cycle. This study investigates how teachers and future educators perceive the ITS authoring process, drawing on the unplugged paradigm and the CTAT tool. Through an exploratory qualitative approach structured as a multiple case study, workshops and focus groups were carried out with 26 participants — both in-service and pre-service teachers — across three academic events. Findings show that educators are inclined to take on the role of co-designers, particularly due to the possibility of customizing pedagogical feedback. On the other hand, language barriers, interface usability issues, and the lack of technological infrastructure proved to be serious obstacles to tool adoption. Results suggest that strengthening teacher agency requires making accessible tools available while also investing in continuing education policies focused on authoring, so that technological innovation can effectively contribute to digital inclusion in vulnerable contexts.
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Copyright (c) 2026 Maria Luiza Alves, Geiser Chalco Challco
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