Teacher training in artificial intelligence and its application in university classrooms
DOI:
https://doi.org/10.5281/zenodo.22356567Keywords:
Artificial Intelligence, teacher education, higher educationAbstract
The objective was to determine the relationship between artificial intelligence training and its application in university classrooms by education and humanities faculty. A basic, quantitative, non-experimental, cross-sectional, and correlational study was conducted. Forty-three faculty members participated through non-probability sampling. Two 20-item Likert questionnaires were administered, with Cronbach’s alpha coefficients of 0.9588 and above 0.90. Data were analyzed using descriptive statistics, the Shapiro-Wilk test, and Spearman’s rho. A good level predominated both in artificial intelligence training (62.8%) and in its teaching application (72.1%). A very high positive relationship was found between the variables (rho = 0.94; p = 0.001). Training was also significantly associated with instructional use (rho = 0.689), assessment (rho = 0.72), pedagogical integration (rho = 0.74), and teaching innovation (rho = 0.79), with p = 0.001. It was concluded that strengthening knowledge, digital competencies, professional updating, and favorable attitudes toward artificial intelligence is associated with greater pedagogical incorporation of these technologies in university teaching.
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