The study explores the challenges and prospects of implementing Artificial Intelligence (AI) in Basic Education to improve educational quality and equity. A mixed-method approach was used in 14 educational institutions, involving 69 teachers and 14 administrators. Data were collected through surveys, interviews, and classroom observations. Results revealed divergent trends between gender and age in AI adoption, with greater familiarity among women in initial levels. An equitable distribution of work experience was observed between genders in certain time ranges. A preference for AI applications related to content generation over analysis and detection was noted. These findings suggest the need to address gender imbalances and promote balanced AI use in basic education to maximize its potential and improve educational quality for all students. AI is defined as the ability of machines to perform tasks requiring human intelligence, such as learning, perception, reasoning, and decision-making. In education, AI is used to develop systems and tools that can help students learn more effectively and teachers teach more efficiently. AI can personalize learning through algorithms, allowing content and activities to be tailored to individual needs and preferences. It can also provide instant feedback to students, helping them correct errors and understand difficult concepts. AI can create more interactive and enriching learning environments, fostering critical thinking, problem-solving, and collaboration. Additionally, AI can assist educators in analyzing large amounts of educational data to identify patterns and trends in student performance, enabling better understanding of individual student needs and adapting teaching methods accordingly. Despite its potential, integrating AI in basic education presents challenges, including ethical and responsible use, data privacy concerns, and the need for proper training and resources for educators. However, AI offers opportunities to improve educational quality and equity by personalizing learning, providing instant feedback, and creating interactive learning environments. The study highlights the importance of addressing these challenges to ensure ethical and effective AI implementation in education. The findings suggest that gender and age differences exist in AI adoption, with women showing greater familiarity in initial levels. The study also emphasizes the need for balanced AI use and the importance of addressing gender imbalances to maximize AI's potential in education.The study explores the challenges and prospects of implementing Artificial Intelligence (AI) in Basic Education to improve educational quality and equity. A mixed-method approach was used in 14 educational institutions, involving 69 teachers and 14 administrators. Data were collected through surveys, interviews, and classroom observations. Results revealed divergent trends between gender and age in AI adoption, with greater familiarity among women in initial levels. An equitable distribution of work experience was observed between genders in certain time ranges. A preference for AI applications related to content generation over analysis and detection was noted. These findings suggest the need to address gender imbalances and promote balanced AI use in basic education to maximize its potential and improve educational quality for all students. AI is defined as the ability of machines to perform tasks requiring human intelligence, such as learning, perception, reasoning, and decision-making. In education, AI is used to develop systems and tools that can help students learn more effectively and teachers teach more efficiently. AI can personalize learning through algorithms, allowing content and activities to be tailored to individual needs and preferences. It can also provide instant feedback to students, helping them correct errors and understand difficult concepts. AI can create more interactive and enriching learning environments, fostering critical thinking, problem-solving, and collaboration. Additionally, AI can assist educators in analyzing large amounts of educational data to identify patterns and trends in student performance, enabling better understanding of individual student needs and adapting teaching methods accordingly. Despite its potential, integrating AI in basic education presents challenges, including ethical and responsible use, data privacy concerns, and the need for proper training and resources for educators. However, AI offers opportunities to improve educational quality and equity by personalizing learning, providing instant feedback, and creating interactive learning environments. The study highlights the importance of addressing these challenges to ensure ethical and effective AI implementation in education. The findings suggest that gender and age differences exist in AI adoption, with women showing greater familiarity in initial levels. The study also emphasizes the need for balanced AI use and the importance of addressing gender imbalances to maximize AI's potential in education.