Competencies for the use of artificial intelligence and transformative educational practices among teachers
DOI:
https://doi.org/10.63688/ksyd5154Keywords:
artificial intelligence, teacher competencies, educational practices, higher education, educational innovationAbstract
Introduction: The incorporation of artificial intelligence into higher education has created new possibilities for planning, teaching, personalization, and assessment; however, its effective use depends on teachers’ competencies to understand, apply, and use these tools critically and responsibly. Objective: To determine the relationship between competencies for the use of artificial intelligence and transformative educational practices among university teachers. Methodology: A quantitative, non-experimental, correlational, and cross-sectional study was conducted with a non-probabilistic convenience sample of 183 university teachers. Two 12-item Likert questionnaires were administered. Validity was established through the judgment of three experts, and reliability was assessed through a pilot test with 37 teachers, obtaining Cronbach’s alpha coefficients of 0.948 and 0.968. Results: A positive and statistically significant correlation was identified between both variables (r = 0.751; p < 0.001). Correlations between dimensions ranged from r = 0.656 to r = 0.742, with the strongest association observed between understanding of AI and formative assessment and feedback. Conclusion: Competencies for the use of AI are significantly related to transformative educational practices, although the study design does not allow causal relationships to be established.
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Copyright (c) 2026 Karla Regina Hermida Bravo, Ricardo Geovanni Lalangui Sarango, Fernando Salomon Remache Mayaguari, Darwin Armando Monta Morales, Jasmin Monserrate Zambrano Basurto (Autor/a)
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