Pedagogical Competences and Technical Knowledge for the Responsible Use of Generative Artificial Intelligence Tools: Evidence from a Training Intervention with Future Pedagogues

Francisco David Guillén-Gámez; Akhmad Habibi; María Belén Morales-Cevallos; Noelia Pelicano-Piris

doi:10.46661/ijeri.13165

Authors

Francisco David Guillén-Gámez Universidad de Málaga https://orcid.org/0000-0001-6470-526X
Akhmad Habibi Universitas Jambi https://orcid.org/0000-0001-7687-2858
María Belén Morales-Cevallos Universidad Ecotec https://orcid.org/0000-0002-9874-3229
Noelia Pelicano-Piris Universidad Rey Juan Carlos https://orcid.org/0000-0001-8233-1812

DOI:

https://doi.org/10.46661/ijeri.13165

Keywords:

Generative artificial intelligence, digital competence, pedagogical competences, preservice pedagogues, teacher education, training intervention, AI literacy

Abstract

The growing presence of Artificial Intelligence (AI) and Generative Artificial Intelligence (GenAI) in educational contexts requires future education professionals to develop both pedagogical competences and technical knowledge. This study examines pedagogy students’ self-perceived competences related to the educational use of GenAI tools. Specifically, it analyses their levels before and after a university training intervention, as well as potential differences according to sex and the relationship with academic motivation and self-perceived creativity. A quasi-experimental pretest–posttest design was implemented with 112 pedagogy students at the University of Málaga. The study assessed three dimensions: pedagogical competences for creating materials with GenAI tools, pedagogical competences for planning learning activities with GenAI tools, and technical knowledge of GenAI. Data were collected through a validated self-assessment instrument. The results revealed moderate initial levels of pedagogical competences and comparatively lower levels of technical knowledge prior to the intervention. After the training experience, statistically significant improvements were observed across all dimensions, with large effect sizes, particularly in technical knowledge. No significant differences were found according to sex. Academic motivation showed limited associations with competency development, whereas self-perceived creativity in designing digital activities was positively related to several competency dimensions. These findings highlight the importance of integrating training on GenAI tools into higher education programmes to support the development of pedagogical and technical competences among future pedagogy professionals.

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References

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