Tech
Chile Launches Latam-GPT to Bring Latin America Its Own AI Model
Chile has unveiled Latam-GPT, a Chilean-driven artificial intelligence (AI) project aimed at providing Latin America with a model trained on regional data, reducing bias, and giving the region a stronger presence in the global AI sector. The initiative, promoted by the National Centre for Artificial Intelligence (Cenia), received support from universities, foundations, libraries, government agencies, and civil society organisations across Chile, Uruguay, Brazil, Colombia, Mexico, Peru, Ecuador, and Argentina.
During a presentation on Televisión Nacional this week, Chilean President Gabriel Boric said Latam-GPT positions Latin America as an active participant in the global technology economy. “The region cannot simply be a passive user of AI systems developed elsewhere,” Boric said, noting that reliance on foreign models risks overlooking Latin America’s cultural heritage and traditions. Chilean Minister of Science Aldo Valle added that the project aims to break down prejudices and prevent the representation of Latin America from appearing homogeneous on the global stage.
Despite its name, Latam-GPT is not an interactive chat system. It is a large-scale database trained on information from the region and intended to serve as a foundation for developing technological applications tailored to local needs.
The project comes at a time when AI development remains concentrated in the United States, China, and Europe. Similar regional initiatives, such as SEA-LION in Southeast Asia and UlizaLlama in Africa, are also emerging to focus on local cultural contexts. To create Latam-GPT, developers collected over eight terabytes of regional data—equivalent to millions of books. The first version of the system has been hosted on Amazon Web Services, with plans to train it on a supercomputer to be installed at the University of Tarapacá in northern Chile during the first half of 2026. The investment for the supercomputer is expected to approach five million dollars, while initial funding of $550,000 came mainly from the Development Bank of Latin America (CAF) and contributions from partner institutions.
Alvaro Soto, director of Cenia, highlighted that most global AI models include only a small proportion of Latin American data. President Boric illustrated this by comparing the extensive information available on the siege of Calais with the limited coverage of key battles in Chilean independence, such as the siege of Chillán. Currently, the model’s content is mainly in Spanish and Portuguese, with plans to incorporate indigenous languages in the future.
Latam-GPT will be freely accessible and could support a range of local applications. Soto cited examples such as digital tools for hospitals to manage logistics and medical resources. One of the first companies to use the platform, Chile’s Digevo, plans to develop conversational AI for customer service in airlines and retail. Roberto Musso, Digevo’s director, said the system can understand local slang, idioms, and speech patterns, reducing bias present in global AI models.
Academic Alejandro Barros of the University of Chile cautioned that Latam-GPT may not compete with large international AI models due to differences in infrastructure and funding, but he acknowledged its potential to serve local needs and represent Latin America more accurately on the global stage.
Tech
Estonia’s AI Education Model Draws Attention as Europe Debates Digital Learning
As European governments weigh how to integrate artificial intelligence into classrooms and allocate funding for digital literacy, Estonia’s approach to AI education is gaining attention as a practical and structured model.
The Baltic nation’s AI Leap programme is designed not only to teach students how to use artificial intelligence tools but also to strengthen critical thinking and teacher involvement at a time when AI is becoming deeply embedded in everyday learning.
Concerns have grown across Europe that while students are increasingly comfortable using AI tools, many struggle to evaluate or question the information these systems generate. Educators and employers have raised concerns that overreliance on chatbots and automated tools could weaken analytical thinking and increase vulnerability to misinformation.
Estonia has chosen to address this challenge directly rather than attempting to limit student exposure to AI.
According to the AI Leap programme, between 64% and 90% of Estonian students were already using AI tools before the initiative began. Programme organisers argued that ignoring this reality could undermine learning and reasoning skills.
The initiative aims to train 48,000 students and 6,700 teachers over two years in a country with a population of just 1.36 million.
The programme has two primary goals: helping teachers adapt to AI-assisted education and encouraging students to develop responsible, thoughtful AI habits.
To support this effort, Estonia has introduced several key measures. Teachers participate in study circles that meet monthly to develop teaching methods and exchange experiences. A central online platform provides educational resources, videos, self-assessment tools and discussion forums.
More than 4,000 teachers are also receiving premium access to advanced AI platforms such as ChatGPT and Gemini to support lesson planning and classroom preparation.
One of the programme’s most distinctive features is a Socratic-style chatbot designed to guide students rather than provide direct answers. The chatbot encourages questioning, self-management and contextual thinking, helping students assess AI-generated information instead of accepting it automatically.
The programme also includes debate leagues, creative arts projects and student-led initiatives aimed at encouraging discussion and experimentation with AI beyond formal classroom settings.
Estonia has placed strong emphasis on management and implementation. School principals oversee local delivery, while nine regional managers coordinate activities across seven educational regions. The initiative operates through a public-private partnership, with the government providing half of the funding and private partners contributing the remainder.
Technology companies, educators and researchers are involved in designing and testing tools tailored to Estonia’s education system.
Education analysts say Estonia’s strategy highlights a broader lesson for Europe: AI literacy may depend less on limiting technology and more on teaching students how to use it thoughtfully, critically and responsibly.
Tech
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