Creencias del alumnado de Formación Profesional sobre el uso de la inteligencia artificial generativa en la enseñanza y el aprendizaje.

Autores/as

Palabras clave: Creencias hacia la IAg, uso de la IAg, creencias pedagógicas, enseñanza centrada en el estudiante, Formación Profesional

Agencias de apoyo

  • Este trabajo se ha realizado dentro del proyecto de investigación número de la convocatoria pública del Ministerio de Ciencia e Innovación de España PID2020-114177RB-I00.

Resumen

La Inteligencia Artificial está transformando profundamente el empleo, lo que afecta directamente al alumnado de Formación Profesional (FP). En paralelo, el uso de la Inteligencia Artificial Generativa (IAg) en contextos educativos es cada vez más habitual. No obstante, su impacto depende de cómo se integre en las prácticas de enseñanza y aprendizaje.

Este estudio analiza las creencias del alumnado de FP sobre la incorporación de la IAg en la educación. Para ello, se aplicó un cuestionario previamente utilizado (Cabellos et al., 2024), que fue completado por 566 estudiantes de ciclos formativos de grado medio y superior.

Los resultados muestran una actitud mayoritariamente positiva hacia el uso de la IAg, especialmente cuando es utilizada por el profesorado como herramienta para el diseño de clases y la evaluación. Además, los estudiantes con creencias pedagógicas de carácter constructivista y mayor uso previo de estas tecnologías manifestaron actitudes más favorables hacia su integración educativa.

Estos hallazgos subrayan la necesidad de incorporar la IAg desde un enfoque constructivista que fomente una enseñanza centrada en el estudiante. Solo así será posible desarrollar competencias clave como el pensamiento crítico o la toma de decisiones, esenciales tanto para adaptarse al futuro del trabajo como para contribuir activamente a su transformación.

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Publicado
01-01-2026
Cómo citar
Cabellos, B., de Aldama, C., & Pozo, J. I. (2026). Creencias del alumnado de Formación Profesional sobre el uso de la inteligencia artificial generativa en la enseñanza y el aprendizaje . Revista De Educación a Distancia (RED), 26(83). Recuperado a partir de https://revistas.um.es/red/article/view/671331
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