The Use of AI as a Supportive Technology in Police Professional Training
DOI:
https://doi.org/10.37431/conectividad.v7i1.353Keywords:
Offline, Virtual Tutor, Digital Divide, LLM, Academic Retention, Socio-technical Framework, Educational EquityAbstract
Context: The operational personnel of the Maritime Security University Institute (IUSM), under the Argentine Naval Prefecture, face limitations in their continuing education due to a lack of connectivity in remote areas. This situation exacerbates the digital divide, affects academic retention, and restricts promotion opportunities, thereby compromising institutional efficiency. In light of this challenge, it becomes crucial to explore technological solutions adapted to contexts with low or no connectivity.
Objectives: This systematic mapping aims to identify the state of the art regarding the use of offline virtual tutors based on lightweight language models (LLMs) applied to remote educational contexts. It seeks to analyze their impact on educational equity, institutional performance, and the optimization of pedagogical processes, as well as the ethical risks associated with their implementation.
Methods: A systematic search was conducted using the academic database Google Scholar, with inclusion criteria focused on studies published between 2015 and 2025 related to offline AI in education, LLMs in training, and low-connectivity environments. A staged selection strategy was applied, including methodological quality assessment and structured data extraction.
Results: The reviewed studies highlight benefits such as improved academic retention (up to 30%), reduction of repetitive tasks for instructors (80%), and increased educational coverage in rural areas. Technical and ethical challenges were also identified, including the need for regular system updates and the risk of algorithmic bias in sensitive contexts.
Conclusions: The offline virtual tutor based on LLMs emerges as a promising solution to bridge the digital divide in remote police training. Its effective implementation requires a sociotechnical, ethical, and pedagogical approach that strengthens—rather than replaces—existing educational processes. Future research should assess its sustainability, operational impact, and bias mitigation strategies to ensure inclusive and high-quality training.
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