Emerging technologies for inclusive intercultural education: comparative studies from the global south

Abstract

This document review article analyzes the potential of emerging technologies, particularly artificial intelligence (AI), to improve intercultural education in Panama. The main objective was to propose an adaptive intercultural model that can reduce technological and cultural inequalities through a contextualized use of AI, with an emphasis on teacher training and community engagement. The methodology adopted a non-experimental qualitative approach, with a systematic literature review between 2021 and 2025, employing the PRISMA protocol. Fourteen academic sources from recognized databases such as Scielo, Redalyc, and Scopus were analyzed. The main findings indicate that the implementation of technologies in Panamanian intercultural environments remains uneven, disjointed, and culturally limited. Four critical obstacles were identified: the persistent digital divide, the absence of inclusive curricular policies, limited teacher training with an intercultural approach, and the weak cultural acceptance of technologies. In contrast, countries such as Ecuador and Colombia have developed successful experiences that integrate bilingual platforms and contextualized content. The conclusion highlights the urgent need to build an adaptive model supported by AI, capable of generating culturally relevant learning, revitalizing indigenous languages, and promoting equity in access to knowledge. It is recommended that this model articulate principles of critical digital pedagogy, social constructivism, and interculturalism, promoting inclusive and technological education that responds to the realities of Panama's Indigenous and rural communities.