Support to the learning of the Chilean tax system using artificial intelligence through a chatbot Effective student learning has become a challenge for teachers in recent years. In the case of the teaching of regulations related to corporate taxes, this challenge is even greater due to the inclusion of external variables that hinder the learning process, such as the high complexity of tax systems, the variability of legislation, among others. In view of the above, different alternatives have been provided to support the teaching process both outside and inside the classroom, ranging from recreational activities to active learning. Artificial intelligence in the last decade has begun to be used in different spheres, from image recognition to decision making; thus, in this research the experience resulting from using artificial intelligence through a chatbot to support the learning of the regulations related to corporate taxes in the Chilean tax system will be appreciated. To this end, an experiment was conducted with two sample groups, called experimental and control groups, to a total of 34 students, where the results obtained are promising in comparison with other methodologies.

Focusing on Teacher Education to Introduce AI in Schools: Perspectives and Illustrative Findings The increasing ubiquity of Artificial Intelligence in consumer products, toys, and various smart technologies and applications creates the necessity for the current generation of children to forge a finer understanding of the technology. One way to achieve such a form of comprehension and resourcefulness is through meaningful engagement with AI in an educational context. Inclusion of AI literacy and AI thinking in the school curriculum are in their early adoption phases in various countries. This paper explores the efforts put forth in AI curriculum implementation in schools through teacher education programs in India. The early and posttraining perspectives of the teachers have been observed, and the challenges reported by teachers in influential factors such as lapses in policy communication, infrastructure, pedagogy, content delivery and the influence of culture in the context of Indian schools have been discussed. The results indicate a poor belief state in the potential of AI among teachers and the interest to explore peer teaching and gamebased approaches in the classroom to introduce AI, among other findings.