Impact of AI-intensive training for educational planning on secondary school teachers
DOI:
https://doi.org/10.5281/zenodo.14219251Keywords:
artificial intelligence, curriculum planning, teacher training, educational evaluationAbstract
This pre-experimental study evaluates the impact of an intensive training in artificial intelligence (AI) focused on educational planning for secondary school teachers. The objective of this study was to analyze the impact of an intensive AI training focused on educational planning in secondary school teachers using AI tools. The research included 60 teachers distributed in an experimental group and a control group, using a pre-test/post-test design to measure changes in the experimental group before and after the intervention. The results showed that, after the training, the experimental group registered significant improvements in the accuracy and consistency of their curriculum planning practices, reflected in an increase in the post-training mean (2.93 vs. 2.40 in the pre-test) and a higher internal consistency of the questionnaire (Cronbach's alpha from 0.824 to 0.955). The Wilcoxon test indicated a statistically significant difference in the experimental group (Z = -4.000, p < 0.001), while the control group did not evidence significant changes. These findings highlight the effectiveness of AI training in improving teaching skills in curriculum planning.
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