Preparación del profesorado para la integración de la IA: Cerrando la brecha entre la competencia digital y el uso pedagógico de la IA
DOI:
https://doi.org/10.46502/issn.1856-7576/2026.20.03.15Palabras clave:
inteligencia artificial en la educación, competencia digital, educación superior, autoeficacia, modelado estructural, preparación docente.Resumen
El objetivo del estudio fue desarrollar y validar un modelo estructural de la preparación del profesorado de educación superior para la integración pedagógica de la inteligencia artificial, que constaba de seis componentes interrelacionados: competencia digital, actitudes pedagógicas hacia la IA, autoeficacia, prácticas reales de uso de la IA, apoyo institucional y barreras percibidas. El estudio se llevó a cabo dentro del marco de una estrategia cuantitativa utilizando un diseño descriptivo correlacional. Al mismo tiempo, los datos se recopilaron mediante un cuestionario mixto entre 278 docentes de educación superior. Se utilizaron estadísticas descriptivas, análisis de correlación, análisis factorial confirmatorio (AFC) y modelado estructural (MEE) para analizar los datos. Los resultados indicaron características psicométricas satisfactorias del instrumento desarrollado (α = .76–.89; CFI = .96; RMSEA = .041). Los datos también confirmaron la existencia de una brecha entre el nivel de competencia digital del profesorado y las prácticas reales de uso de la IA. El modelado estructural mostró que la autoeficacia es el predictor más fuerte del uso pedagógico de la IA (β = .42). Sin embargo, el impacto de la competencia digital está mediado principalmente por la autoeficacia y las actitudes pedagógicas. La relevancia práctica del estudio radica en que la herramienta APRS desarrollada puede ser utilizada por las instituciones de educación superior para diagnosticar la preparación del profesorado y diseñar programas de desarrollo profesional específicos.
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Derechos de autor 2026 Serhii Yashanov, Dmytro Trobiuk, Nataliia Lazirko, Ruslana Manko, Myroslava Ivanyshyn
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
