Competencias pedagógicas y conocimientos técnicos para el uso responsable de herramientas de inteligencia artificial generativa
Evidencia de una intervención formativa con futuros pedagogos
DOI:
https://doi.org/10.46661/ijeri.13165Palabras clave:
Inteligencia artificial generativa, competencia digital, competencias pedagógicas, futuros pedagogos, formación docente, intervención formativa, alfabetización en IAResumen
La creciente presencia de la Inteligencia Artificial (IA) y la Inteligencia Artificial Generativa (IAGen) en los contextos educativos requiere que las futuras personas profesionales de la educación desarrollen tanto competencias pedagógicas como conocimientos técnicos. Este estudio examina las competencias autopercibidas del estudiantado de Pedagogía en relación con el uso educativo de herramientas de IAGen. En concreto, analiza sus niveles antes y después de una intervención formativa universitaria, así como posibles diferencias según el sexo y su relación con la motivación académica y la creatividad autopercibida. Se implementó un diseño cuasiexperimental pretest–postest con 112 estudiantes de Pedagogía de la Universidad de Málaga. El estudio evaluó tres dimensiones: competencias pedagógicas para la creación de materiales con herramientas de IAGen, competencias pedagógicas para la planificación de actividades de aprendizaje con estas herramientas y conocimientos técnicos sobre IAGen. Los datos se recogieron mediante un instrumento de autoinforme validado. Los resultados mostraron niveles iniciales moderados de competencias pedagógicas y niveles comparativamente más bajos de conocimientos técnicos antes de la intervención. Tras la experiencia formativa, se observaron mejoras estadísticamente significativas en todas las dimensiones, con tamaños del efecto elevados, especialmente en el conocimiento técnico. No se encontraron diferencias significativas según el sexo. La motivación académica mostró una relación limitada con el desarrollo de estas competencias, mientras que la creatividad autopercibida en el diseño de actividades digitales se relacionó positivamente con varias dimensiones competenciales. Estos hallazgos ponen de manifiesto la importancia de integrar la formación en herramientas IAGen en los programas de educación superior para favorecer el desarrollo de competencias pedagógicas y técnicas en los futuros profesionales de Pedagogía.
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Derechos de autor 2026 Francisco David Guillén-Gámez, Akhmad Habibi, María Belén Morales-Cevallos, Noelia Pelicano-Piris
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
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Ministerio de Economía y Competitividad
Números de la subvención PID2024-155949OB-I00
