Top 10 AI Prompts and Use Cases and in the Education Industry in Chile

Chile is fast moving from pilots to policy-ready AI in education: a Stanford-backed deep dive finds Generative AI could accelerate tasks for roughly 4.7 million Chilean workers and identifies the education sector as a prime opportunity - estimating 65–75% of teachers' tasks (especially administrative work) are suitable for automation, freeing time for classroom interaction (Stanford Impact Labs study on generative AI in Chile).

At the university level, OPED at Universidad Católica is already designing an AI curriculum - modules from “AI as an Academic Tutor” to academic-integrity training - to build teacher competencies for ethical, pedagogical use of AI (OPED Universidad Católica AI curriculum overview).

Practical upskilling is scaling too: Caja Los Andes and Circles Learning will train 4,000 teachers online to use tools like ChatGPT for lesson planning and assessment (Caja Los Andes and Circles Learning teacher AI training program), and short, applied programs - like Nucamp AI Essentials for Work 15-week bootcamp - offer ready pathways to learn prompts, tools, and classroom-ready workflows.

Metric	Value / Source
100 most common occupations	5.69M workers (62% of workforce) - Stanford
Workers who could accelerate >30% tasks	≈4.7M - Stanford
Teachers' tasks suitable for automation	65%–75% - Stanford
Subsidized schools connected to high‑speed Internet	89% - Mineduc report

“It changed the way I teach and how I connect with students.” – Catalina Peñaloza

Selection of the Top 10 use cases combined pedagogical impact, institutional readiness, equity of access, and likely returns on teacher time: each candidate was checked against OPED's Chile case study and its practical frameworks - especially Puentedura's SAMR lens for “enhancement vs.

transformation” and OPED's four training dimensions - to prioritise prompts that move practice beyond augmentation into genuine classroom redefinition (OPED case study on teacher digital competencies); national and university policy guidance (including CDDoc resources) and UNESCO-aligned implementation strategies were used to vet ethical, scalable options; connectivity and fairness were weighted heavily given the milestone that 89% of subsidized schools are now connected, which shapes where AI can realistically add value (Chile education connectivity: 89% subsidized schools connected); and finally, automation risk and cost-efficiency signals - drawn from recent analyses of task automation in Chilean education - helped surface high-impact administrative and instructional prompts likely to free time for teaching (Weintraub 2025 Chile education automation findings), producing a short list grounded in evidence, equity, and classroom transformation potential.

Selection criterion	Source
Pedagogical transformation (SAMR)	OPED case study
Connectivity & equity	89% subsidized schools connected
Automation risk / efficiency	Weintraub 2025 findings

Personalized AI tutors are already moving from promise to practice in Latin America and offer a clear playbook for Chile: Efekta's rollout of a classroom‑AI plus a student‑facing tutor called Addi could reach up to four million 11–17‑year‑olds and builds on a Paraná pilot where 750,000 students saw a 32% gain in English test scores, showing how adaptive tutoring can lift outcomes at scale (Efekta Latin America AI tutoring trial).

These systems pair real‑time analytics and content adaptation - features highlighted by adaptive‑learning specialists - to track pace, suggest targeted practice, and free teachers for higher‑value interactions (Adaptive learning technologies personalizing education).

Local classroom stories reinforce the point: tools that surface who's falling behind and who's ready to advance, as Nearpod showed at Lincoln International Academy in Santiago, can turn whole lessons student‑centered while saving teachers time on routine checks (Nearpod case study: Lincoln International Academy, Santiago).

The upshot for Chilean schools - already largely connected - is practical: scalable, personalized support that complements teachers, gives students near‑constant practice, and can measurably boost language proficiency.

“We're excited to bring Efekta's AI solutions, Classroom AI & Addi, to more classrooms. By blending AI with a structured curriculum, we give every student a chance to succeed and give teachers extra support. This program shows how technology, teamed with great teachers, can improve education at scale.” – Stephen Hodges, CEO of Efekta

AI-assisted lesson planning is already a practical lever for Chilean schools: tools like MagicSchool's Lesson Plan Generator can draft standards‑aligned, timed lessons and differentiated activities in seconds, turning the familiar “morning‑before” scramble into a polished, shareable unit that saves the OECD‑reported seven hours a week many teachers spend planning (Education Horizons on generative AI and planning).

In practice, platforms that auto‑pull curriculum links, suggest assessments and offer editable templates - from MagicSchool's generator to CK‑12's lesson planner - let teachers keep professional judgement in the driver's seat while offloading repetitive paperwork (MagicSchool Lesson Plan Generator, CK‑12 Lesson Planner).

For Chile this is especially timely: with roughly 89% of subsidized schools connected, schools can realistically adopt these workflows at scale and align them with OPED's call for intentional, ethically framed AI training for teachers so planning gains translate into better classroom learning, not just faster paperwork (OPED Chile case study on teacher digital competencies).

The payoff is concrete: more time for diagnosis, small‑group support, and the kind of live teaching that AI can't replace - because planning becomes the fuel, not the bottleneck.

“The sole reason we are in business is to make school administration less difficult for our clients.”

Automated assessment and grading are becoming classroom-ready in Chile thanks to platforms that auto‑evaluate long, descriptive answers and pair that scoring with proctoring and analytics: Eklavvya's AI Descriptive Answer Evaluation can grade essays on grammar, readability, keyword match and sentiment, accept uploaded handwriting or audio, and deliver instant, data‑rich reports that turn a weekend of manual marking into actionable feedback for teachers (Eklavvya AI descriptive answer evaluation platform); with roughly 89% of subsidized Chilean schools connected, these workflows are technically feasible at scale and can standardize scoring across large cohorts.

Complementing deployment, recent open‑access research interrogates quality assurance and validity for AI‑generated exam content - an important signal for institutions weighing how much to rely on auto‑generated items and automatic grading in high‑stakes settings (BMC Medical Education 2025 study on quality assurance and validity of AI-generated exam questions), so schools can pair automation with targeted human review to keep assessment fair and defensible.

Study / Source	Key metadata
Quality assurance and validity of AI‑generated single best answer questions	Authors: Ayla Ahmed, Ellen Kerr & Andrew O'Malley - BMC Medical Education - Open access - Published 25 Feb 2025

For Chilean educators and policymakers who need evidence fast, rapid reviews offer a pragmatic bridge between slow, exhaustive syntheses and the urgent questions schools face; the UCL guidance on rapid reviews lays out practical acceleration strategies - narrow questions, targeted searches, text‑mining to prioritise screening, and focused extraction - that turn a months‑long literature sweep into a tight, policy‑ready brief (UCL guidance on rapid reviews (Wollscheid & Tripney)).

With 89% of subsidised Chilean schools now online, these faster evidence workflows can be shared and iterated across districts, helping research teams and school leaders move from data to action without losing essential transparency (Analysis: why 89% connectivity matters for Chilean schools).

Paired with local signals about which tasks are most automatable (Weintraub 2025 automation findings for Chilean education), a smart, rapid review can be the difference between wondering whether AI will help and having a targeted plan - imagine converting a sprawling evidence map into a two‑page briefing that pinpoints which admin tasks to automate first and which pedagogies need human-led redesign.

Acceleration strategy	How it helps (UCL source)
Focus narrow questions	Reduces scope so synthesis can be completed quickly
Targeted searching	Uses selected databases and specialist registries to save time
Text‑mining / prioritised screening	Speeds identification of relevant studies for rapid decision needs
Single‑reviewer extraction with checks	Balances speed with basic quality assurance

Chile's leading teacher‑education labs are treating academic integrity as a teachable competency, not just a policing problem: OPED at the Pontificia Universidad Católica is rolling an integrated set of AI modules (delivered in 110‑minute class blocks) that include a dedicated “AI and Academic Integrity” unit to prompt debate about AI's effect on authorship, citation and honest information production, alongside modules on bibliographic review and AI‑driven assessment (OPED Pontificia Universidad Católica AI curriculum overview).

Those campus efforts sit under the university's own Framework for the Use of Artificial Intelligence in Teaching, which frames responsible classroom practice around transparency, fairness and teacher guidance; complementary practitioner guidance - practical case studies and prevention strategies - can be found in the global Integrity Matters resource for academic integrity professionals (ICAI Integrity Matters blog and resources).

The bottom line for Chilean classrooms (already largely online): pair explicit instruction in ethical AI use with assessment redesign so students learn why integrity matters, not simply how to avoid detection.

OPED module	SAMR level
AI and Academic Integrity	Augmentation / Enhancement
AI and Bibliographic Reviews	Augmentation / Enhancement

OPED at Pontificia Universidad Católica is turning a research-backed framework into a practical curriculum redesign that asks Chilean teacher candidates not just to use AI, but to rethink what schools should teach in an age of intelligent tools; the centre's four-dimension model and 20 modular offerings - delivered in focused 110‑minute class blocks - will now include core 2025 modules like AI and Academic Integrity, Curricular Challenges of AI and AI as an Academic Tutor, intentionally sequenced so novices build from ethical awareness to designing AI‑infused learning experiences (OPED Universidad Católica AI curriculum overview).

Using Puentedura's SAMR lens, OPED maps some modules to augmentation and others to full redefinition, and ties curriculum change to institutional supports from the university and CDDoc so gains are sustainable.

This design matters in Chile today because tech readiness is real - most subsidized schools are already online - so curriculum shifts can move quickly from pilot to classroom at scale, turning abstract policy debates into concrete teacher practice and freeing time for the deeper, creative work only humans can do (89% subsidized schools connected).

OPED module	SAMR level
AI as an Academic Tutor	Redefinition / Transformation
Curricular Challenges of AI	Modification
AI and Learning Assessment	Modification
AI and Bibliographic Reviews	Augmentation / Enhancement
AI and Academic Integrity	Augmentation / Enhancement

Inclusive, differentiated instruction becomes practical - not just possible - when AI handles routine tailoring so teachers can focus on relationships and design.

Canva's Classroom Magic and Lesson Suite put that promise into the teacher's hands: ready‑to‑teach curricular lessons, a Lesson Builder, over 5,000 free resources and tools like Magic Write, Magic Grab Text and Translate (more than 100 languages) that convert whiteboard photos into editable text, generate leveled content, or produce multilingual voiceovers in 20+ languages to reach ELL students quickly (Canva Classroom Magic and Lesson Suite for Education).

Practical classroom strategies from the TCEA playbook show how AI can generate entry/exit tickets, scaffolded tasks, flexible grouping and low‑stakes quizzes that power data‑informed grouping and choice‑based assignments - small changes that make inclusion feel immediate, not theoretical (TCEA guide to differentiated learning powered by AI).

For Chilean teachers wrestling with diverse classrooms, these tools can be the difference between a one‑size‑fits‑none worksheet and a lesson where every student leaves with something just right.

“Let's say that one student has a lot of experience with coding and another doesn't. Maybe you can match them together so that the master student can help the other student.”

Teacher professional development in Chile is leaping from one-off workshops to a scalable, high-quality model: Caja Los Andes, ChileMass and Circles Learning are offering a free, fully online six‑session course for 4,000 educators that requires no prior AI experience and teaches practical use of ChatGPT and other generative tools for lesson planning, material creation, assessment and classroom management (ChileMass and Caja Los Andes AI teacher training course overview).

Delivered on the Circles Learning platform, the program pairs small‑group collaboration and constant feedback with guidance from Harvard‑affiliated experts such as Christopher Dede, Pavlos Protopapas and Seiji Isotani, and even offers a vivid incentive - a fully funded professional trip to Boston for five standout teams - turning training into an engine for school‑level innovation.

This nationwide push dovetails with OPED's curriculum design for teacher AI competencies, reinforcing ethical, sequenced learning so teachers not only save time and reduce stress but also redesign assessment and classroom practice with confidence (OPED Chile AI competencies curriculum case study; apply at Caja Los Andes AI course registration page).

Feature	Detail / Source
Seats	4,000 educators - ChileMass
Format	Free, online, six sessions - ChileMass
Experts	Christopher Dede; Pavlos Protopapas; Seiji Isotani - ChileMass
Incentive	Fully funded Boston trip for five teams - ChileMass

“It changed the way I teach and how I connect with students.” – Catalina Peñaloza

Administrative automation can make admissions in Chile feel less like triage and more like service: no‑code workflow platforms and intelligent document capture cut the paperwork that clogs registrars' inboxes, automate document verification, route approvals and surface missing items so families get faster answers.

Practical examples show big wins - FlowForma's AI Copilot can build and run enrolment workflows from a single prompt, and its case study saved thousands of staff hours and turned multi‑day processes into one‑day actions (FlowForma AI Copilot education workflow automation case study); likewise, intelligent capture systems such as QoreCapture turn PDFs, scans and handwritten forms into structured records for fast processing (QoreCapture automated admissions capture solution for education).

For Chile - where roughly Chile subsidized schools connectivity statistic (89% connected, 2025) - these tools mean fewer missed deadlines, better audit trails, and a small but vivid payoff: admissions backlogs that once lasted a week can be processed in a day, returning time to teachers and counsellors to support students instead of shuffling papers.

AI-driven video and image tools are already turning routine slide decks into vivid, interactive lessons that Chilean teachers can share across classrooms and home devices: platforms like KreadoAI text-to-video for education can convert PPTs or PDFs into ready-to-use lesson videos with teacher avatars and multilingual voice tracks, while tools such as Visla education video creation platform stitch slides, screen recordings and AI voiceovers into polished modules with subtitles and branding - so a single recorded lecture can become a suite of short, language‑adapted clips for in-class starters, flipped lessons, or revision.

For educators focused on equity and scale, research and case studies show AI dubbing, lip-sync and avatar workflows let teams produce versions in dozens of languages quickly, making content accessible to multilingual learners and aligning well with the short‑video habits many students already have; the practical payoff is clear: teachers save production hours and gain new ways to personalise pacing and formative checks, while students get bite-sized, culturally localised explanations that stick.

"AI-content has a tremendous impact, but still, the teacher, in our vision, has the important role as a guide on the side."

Chile's path from pilots to classroom-ready AI is clear: sequence teacher training, test purpose‑built pilots, and lock in institutional supports so gains scale fast.

Start by mapping local priorities to OPED's four-dimension model and SAMR-aligned modules - AI and Academic Integrity, Curricular Challenges, and AI as an Academic Tutor - to ensure tools augment pedagogy rather than replace it (OPED AI adoption case study (Chile)); pair that curriculum work with the university‑to‑policy momentum behind ConectIA and its AcademiaIA resources so faculty and leaders can access vetted learning materials and events (ConectIA and AcademiaIA AI resources (UC Chile & Microsoft)).

Practical pilots should be small, measurable and ethics‑first: define clear KPIs (engagement, time saved, equity of access), iterate quickly, and grow what demonstrably helps students and teachers; for applied skills, short, job‑focused programs - such as the 15‑week Nucamp AI Essentials for Work - offer a ready, practical pathway to teach prompt design, tool selection and classroom workflows (Nucamp AI Essentials for Work bootcamp (registration)).

Next step	Practical resource
Align curriculum to SAMR & teacher competencies	OPED AI adoption case study (Chile)
Access vetted training & events	ConectIA and AcademiaIA AI resources (UC Chile & Microsoft)
Build prompt & tool skills for staff	Nucamp AI Essentials for Work bootcamp (registration)

"Artificial intelligence is one of the most transformative technologies of our time. It has the potential to improve people's quality of life, generate new knowledge and solutions to the most complex problems of our society, and create new opportunities for economic and social development." – Ignacio Sánchez, UC Chile