Conocimiento de la inteligencia artificial en futuros docentes de secundaria
DOI:
https://doi.org/10.46502/issn.1856-7576/2025.19.01.3Palabras clave:
Conocimiento, Docentes, Inteligencia artificial (IA), Educación Secundaria, TecnologíaResumen
Este artículo se centra en el estudio del conocimiento y uso de la tecnología e inteligencia artificial (IA) por parte de los futuros docentes de enseñanza Secundaria. Para ello, se empleó un diseño analítico descriptivo transversal con una metodología de encuesta mediante un cuestionario online, que evaluó el conocimiento, uso y percepciones sobre la IA y las tecnologías educativas, además de variables socio-demográficas, de un grupo de estudiantes del Máster Universitario en Formación del Profesorado. La muestra, de tipo no probabilístico y seleccionada por conveniencia, fue analizada con técnicas estadísti-cas descriptivas y comparativas, incluyendo frecuencias, porcentajes, medias y diferencias significativas según variables demográficas. Las respuestas cualitativas fueron codificadas para identificar patrones temáticos. Los resultados muestran que los futuros docentes tienen un conocimiento variable de la IA y las tecnologías educativas, con una actitud generalmente positiva hacia su integración en la enseñanza. No obstante, se identifican áreas de mejora, especialmente en la formación específica en estas herra-mientas. Asimismo, en este artículo se proponen recomendaciones para mejorar la capacitación docente en tecnología e IA, sentando bases para la implementación de programas formativos más completos.
Citas
Álvarez-Herrero, J.-F. (2024). Opinión del alumnado universitario de educación sobre el uso de la IA en sus tareas académicas. European Public & Social Innovation Review, 9, 1–18. https://doi.org/10.31637/epsir-2024-534
Antón-Sancho, Á., Vergara, D., Lamas-Álvarez, V.E., & Fernández-Arias, P. (2021). Digital content creation tools: American university teachers’ perception. Applied Sciences, 11(24), 11649. https://doi.org/10.3390/app112411649
Antón-Sancho, Á., Vergara, D., & Fernández-Arias, P. (2023). Impact of the Digitalization Level on the Assessment of Virtual Reality in Higher Education. International Journal of Online Pedagogy and Course Design, 13(1), 1-19. https://doi.org/10.4018/IJOPCD.314153
Antón-Sancho, Á., Fernández-Arias, P., Vergara, D., & Lampropoulos, G. (2024). Influential academic factors in the integration of ICT in higher education after the COVID-19 pandemic. Journal of Infrastructure, Policy and Development, 8(12), 5089. https://doi.org/10.24294/jipd.v8i12.5089
Baidoo-Anu, D., & Owusu-Ansah, L. (2023). Education in the Era of Generative Artificial Intelligence (AI): Understanding the Potential Benefits of ChatGPT in Promoting Teaching and Learning. Journal of AI, 7(1), 52-62. http://dx.doi.org/10.2139/ssrn.4337484
Bettayeb, A.M., Abu-Talib, M., Sobhe-Altayasinah, A.Z., & Dakalbab, F. (2024). Exploring the impact of ChatGPT: conversational AI in education. Frontiers in Education, 9, 1379796. https://doi.org/10.3389/feduc.2024.1379796
BOE núm. 294. (2018). Ley Orgánica 3/2018, de 5 de diciembre, de Protección de Datos Personales y garantía de los derechos digitales. https://www.boe.es/buscar/act.php?id=BOE-A-2018-16673#dd
BOE número 340. (2020). LOMLOE. Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de 3 de mayo, de Educación (pp. 122868-122953). https://www.boe.es/eli/es/lo/2020/12/29/3
Cheng, H.-W. (2023). Challenges and Limitations of ChatGPT and Artificial Intelligence for Scientific Research: A Perspective from Organic Materials. AI, 4(2), 401-405. https://doi.org/10.3390/ai4020021
Cui, P., & Alias, B.S. (2024). Opportunities and challenges in higher education arising from AI: A systematic literature review (2020–2024). Journal of Infrastructure, Policy and Development, 8(11), 8390. https://doi.org/10.24294/jipd.v8i11.8390
Dwivedi, Y. K., Hughes, L., Ismagilova, E., Aarts, G., Coombs, C., Crick, T., ... & Williams, M. D. (2021). Artificial Intelligence (AI): Multidisciplinary Perspectives on Emerging Challenges, Opportunities, and Agenda for Research, Practice, and Policy. International Journal of Information Management, 57, 102261. https://doi.org/10.1016/j.ijinfomgt.2019.08.002
Egara, F.O., & Mosimege, M. (2024). Exploring the Integration of Artificial Intelligence-Based ChatGPT into Mathematics Instruction: Perceptions, Challenges, and Implications for Educators. Education Sciences, 14(7), 742. https://doi.org/10.3390/educsci14070742
Fernández-Batanero, J. M., Montenegro-Rueda, M., Fernández-Cerero, J., & García-Martínez, I. (2022). Assistive technology for the inclusion of students with disabilities: a systematic review. Educational Technology Research and Development, 70(5), 1911–1930. https://doi.org/10.1007/s11423-022-10127-7
Fern, J. (2024). A More-than-Human Ecology: Evolving Generative Artificial Intelligence in Higher Education. Education Sciences, 14(10), 1102. https://doi.org/10.3390/educsci14101102
Goenechea, C., & Valero-Franco, C. (2024). Educación e inteligencia artificial: un análisis desde la perspectiva de los docentes en formación. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 22(2), 33–50. https://doi.org/10.15366/reice2024.22.2.002
Hardaker, G., & Glenn, L.E. (2025), Artificial intelligence for personalized learning: a systematic literature review. International Journal of Information and Learning Technology, 42(1), 1-14. https://doi.org/10.1108/IJILT-07-2024-0160
Holmes, W., Bialik, M., & Fadel, C. (2022). Artificial intelligence in education: Promises and implications for teaching and learning. Routledge.
Hughes, E. J., & Roblyer, M. D. (2023). Integrating educational technology into teaching: Transforming learning across disciplines. Ed. Pearson.
Khalil, M., & Ebner, M. (2023). AI in higher education: The readiness of university educators. Educational Technology & Society, 26(1), 15-28.
Kim, H.-y., & McGill, A.L. (2024). AI-induced dehumanization. Journal of Consumer Psychology, 1–19. https://doi.org/10.1002/jcpy.1441
Leoste, J., Õun, T., Loogma, K., & San Martín López, J. (2021). Designing Training Programs to Introduce Emerging Technologies to Future Workers—A Pilot Study Based on the Example of Artificial Intelligence Enhanced Robotics. Mathematics, 9(22), 2876. https://doi.org/10.3390/math9222876
Lin, X.-F., Chen, L., Chan, K.K., Peng, S., Chen, X., Xie, S., Liu, J., & Hu, Q. (2022). Teachers’ Perceptions of Teaching Sustainable Artificial Intelligence: A Design Frame Perspective. Sustainability, 14(13), 7811. https://doi.org/10.3390/su14137811
Lucas, M., Zhang, Y., Bem-haja, P., & Vicente, P. N. (2024). The interplay between teachers’ trust in artificial intelligence and digital competence. Education and Information Technologies, 29, 22991–23010. https://doi.org/10.1007/s10639-024-12772-2
Luckin, R. (2025), Nurturing human intelligence in the age of AI: rethinking education for the future. Development and Learning in Organizations, 39(1), 1-4. https://doi.org/10.1108/DLO-04-2024-0108
Lucking, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence unleashed: An argument for AI in education. Pearson.
Makridakis, S. (2017). The Forthcoming AI (Artificial Intelligence) Revolution: Its Impact on Society and Firms. Futures, 90, 46-60. https://doi.org/10.1016/j.futures.2017.03.006
Merchán, J.F., González Gutiérrez, S., Cruz-Rodríguez, J., & Syroyid-Syroyid, B. (2024). Artificial Intelligence-Assisted Music Education: A Critical Synthesis of Challenges and Opportunities. Education Sciences, 14(11), 1171. https://doi.org/10.3390/educsci14111171
Náñez-Alonso, S.L., Ozili, P.K., Hernández, B.M.S., & Pacheco, L.M. (2025). Evaluating the acceptance of CBDCs: Experimental research with artificial intelligence (AI) generated synthetic response. Quantitative Finance and Economics, 9(1), 242–273. https://doi.org/10.3934/qfe.2025008
Paek, S., & Kim, N. (2021). Analysis of Worldwide Research Trends on the Impact of Artificial Intelligence in Education. Sustainability, 13(14), 7941. https://doi.org/10.3390/su13147941
Pesovski, I., Santos, R., Henriques, R., & Trajkovik, V. (2024). Generative AI for Customizable Learning Experiences. Sustainability,16(7), 3034. https://doi.org/10.3390/su16073034
Pokrivcakova, S. (2023). Pre-service teachers' attitudes towards artificial intelligence and its integration into EFL teaching and learning. Journal of Language and Cultural Education, 11(3), https://doi.org/10.2478/jolace-2023-0031
Ravichandran, K., Anita Virgin, B., Tiwari, A., Javheri, S.B., Fatma, G., & Lourens, M. (2023). Predictive Analysis in Education: Using Artificial Intelligence Models to Identify Learning Difficulties Early. 10th IEEE Uttar Pradesh Section International Conference on Electrical, Electronics and Computer Engineering (UPCON),1754-1758. https://doi.org/10.1109/UPCON59197.2023.10434783
Regona, M., Yigitcanlar, T., Xia, B., & Li, R.Y.M. (2022). Opportunities and Adoption Challenges of AI in the Construction Industry: A PRISMA Review. Journal of Open Innovation: Technology, Market and Complexity, 8(1), 45. https://doi.org/10.3390/joitmc8010045
Selwyn, N. (2019). Should robots replace teachers? AI and the future of education. Polity Press.
Selwyn, N. (2024). On the limits of artificial intelligence (AI) in education. Nordic journal of pedagogy and criticism, 10(1), 3–14. https://doi.org/10.23865/ntpk.v10.6062
Schiff, D. (2022). Education for AI, not AI for Education: The Role of Education and Ethics in National AI Policy Strategies. International Journal of Artificial Intelligence in Education, 32, 527–563. https://doi.org/10.1007/s40593-021-00270-2
Torres-Peña, R.C., Peña-González, D., Chacuto-López, E., Ariza, E.A., & Vergara, D. (2024). Updating Calculus Teaching with AI: A Classroom Experience. Education Science, 14(9), 1019. https://doi.org/10.3390/educsci14091019
Tramanillo, C.P., & Zeni, A.M. (2024). Avances y discusiones sobre el uso de inteligencia artificial (IA) en educación. Educación, 33(64), 29-54. http://dx.doi.org/10.18800/educacion.202401.m002
UNESCO. (2020). La educación en tiempos de la pandemia de COVID-19. https://acortar.link/Y1Hp0i
Vergara, D., Antón-Sancho, Á., & Fernández-Arias, P. (2023). Player profiles for game-based applications in engineering education. Computer Applications in Engineering Education, 31, 154–175. https://doi.org/10.1002/cae.22576
Vergara, D., Antón-Sancho, Á., Lampropoulos, G., & Fernández-Arias, P. (2025). Educational use of virtual reality technologies in engineering education: The impact of the digital generation of faculty. Education and Information Technologies. https://doi.org/10.1007/s10639-025-13325-x
Vergara, D., Lampropoulos, G., Antón-Sancho, Á., & Fernández-Arias, P. (2024). Impact of Artificial Intelligence on Learning Management Systems: A Bibliometric Review. Multimodal Technologies and Interaction, 8(9), 75. https://doi.org/10.3390/mti8090075
Williamson, B. (2017). Big data en Educación: El futuro digital del aprendizaje, la política y la práctica. Ed. Morata
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education. International Journal of Educational Technology in Higher Education, 16(39). https://doi.org/10.1186/s41239-019-0171-0
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2025 Ignacio Sáez-Herráez, Patricia Cerrato-Sáez, Beatriz Riaño de Antonio, Isabel Cerrato-Sáez, María Luz Fernández-Alfaraz
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
