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Good practice Imported

Kit Tecnológico Offline — An Offline AI-Literacy Toolkit for Rural Multigrade Schools in Chile's Los Lagos Region

Chile · Puerto Montt · See the Chile profile

Evidence: Descriptive / self-reported Top 59% 47/100 · Ask Evidence Copilot about this practice

A FONDEF-funded offline toolkit for teaching AI concepts in rural Chilean schools was tested with 96 teachers in Los Lagos, scoring 76.1 on the System Usability Scale, with 92% finding it fit for multigrade classrooms and 95.6% saying it built AI understanding.

76.1 SUS points (SD 16.3)
System Usability Scale score (2026 evaluation)
95.6% %
Teachers reporting the kit helped student understanding of AI concepts
Kit Tecnológico Offline — An Offline AI-Literacy Toolkit for Rural Multigrade Schools in Chile's Los Lagos Region

Details

Maturity
Pilot
Promoter
Universidad Austral de Chile (Puerto Montt) & Universidad San Sebastián (Patagonia Campus), funded by ANID/FONDEF
Period
2024–2026
Keywords
AI literacy, rural education, offline technology, teacher training, digital divide

Context

Rural schools in Chile face what researchers call a 'double divide': AI-education tools generally assume reliable internet connectivity and standard single-grade classrooms, neither of which describes many rural schools. Universidad Austral de Chile (Puerto Montt) and Universidad San Sebastián (Patagonia campus) launched project FONDEF ID24I10077 in September 2024, funded by Chile's ANID, to build a purpose-built offline AI-literacy kit for rural multigrade schools in the Los Lagos region.

Activities

The evaluation, published in Sustainability in May 2026, ran participatory workshops with 96 rural teachers, measuring usability with the System Usability Scale (SUS) and analysing feedback thematically.

Results

The offline kit scored 76.1 (SD 16.3) on the SUS — in the 'acceptable' range — and 92.0% of respondents said it was responsive to the heterogeneity of their multigrade classrooms, while 95.6% said it helped build their students' understanding of AI concepts.

Conclusions

Teachers still cited hardware scarcity, unstable infrastructure and a lack of specialised training as primary barriers; the authors conclude a purpose-built offline tool alone is not enough, and that sustainable rural AI literacy needs it paired with infrastructure investment and ongoing teacher training.

Implementation
Indicative cost
Medium (€50k–€500k) — Funded by Chile's National Research and Development Agency (ANID) under project FONDEF ID24I10077; a specific budget figure is not published.
Time to results
Medium (1–3 years) — Project launched September 2024, evaluation published May 2026 — roughly two years.
Staffing & skills
Universidad Austral de Chile, Puerto Montt campus, Universidad San Sebastián, Patagonia campus, Public Education Service of Llanquihue

Conditions for success

  • Purpose-built offline design suited to unreliable rural connectivity
  • Participatory co-design with the 96 teachers who would use the kit

Common failure modes

  • Hardware scarcity and unstable infrastructure remain the primary barriers teachers cite
  • Lack of specialised teacher training limits impact of the tool alone

Where it fits

Governance type
university research project, government-funded
Scale
one region (Los Lagos)
Income level
upper-middle income

Commonly funded by

National / regional programmes

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Data sources

Where this practice's information was retrieved from, and when.

Attachments

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