Generative Artificial Intelligence in Schools: Institutional Readiness and Digital Competencies in ICILS 2023

Abstract

This study analyzes schools' institutional readiness to adopt generative artificial intelligence (GenAI), using data from ICILS 2023. Given the limited empirical evidence on its adoption in schools, we propose a novel measurement approach using principal component analysis (PCA) that identifies three key dimensions: positive expectations, perceived risks, and institutionalization of GenAI use. We observe consistent socioeconomic gaps across countries: schools serving more vulnerable students are systematically less prepared to adopt GenAI, which could exacerbate educational inequalities if the technology improves productivity. We also find a positive statistical association between institutional readiness and students' digital competencies. Our main contribution is a replicable metric for comparative research and monitoring, while also underscoring the importance of education policies focused on technological equity.

@article{neilson2025inteligencia,
  title={La inteligencia artificial generativa en centros educativos: preparaci{\'o}n institucional y competencias digitales en ICILS 2023},
  author={Neilson, Christopher and Lepe, Ignacio},
  journal={Papeles de Economía Española},
  number={184},
  pages={265--317},
  year={2025},
  publisher={Fundaci{\'o}n de las Cajas de Ahorros}
}

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• Coauthors: Ignacio Lepe
• Published: Papeles de Economía Española, Nº 184 (2025), pp. 265–317 · collecting cites
• Date: 2025-06-01
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