Relación entre las competencias digitales docentes y la aceptación y uso de la Inteligencia Artificial en el periodo de formación inicial docente
Abstract
Artificial intelligence (AI) is transforming education, yet its adoption in teacher training still faces challenges. This study examines the relationship between pre-service teachers' digital competencies and their willingness to use AI in teaching. A quantitative ex post facto design was employed, surveying 793 students from Early Childhood and Primary Education programs at Andalusian universities. The DigCompEdu and UTAUT2 frameworks were used to assess digital competencies and technology acceptance, applying structural equation models to identify correlations. Results indicate that, among all analyzed digital competencies, only knowledge of the teaching-learning process significantly influences AI acceptance and use, while other dimensions, such as assessment, professional commitment, and the development of students’ digital skills, do not have a significant impact. The study found that the lack of specific training limits the pedagogical use of AI, despite familiarity with these tools. Findings suggest the need to integrate training programs that strengthen pre-service teachers’ digital and techno-critical competencies. Although this study provides empirical evidence on the importance of AI training, it has limitations related to sample size and methodological approach. Future research could expand the analyzed population and incorporate qualitative methodologies for a deeper understanding of the phenomenon. The study concludes that strengthening teacher training in AI would not only facilitate its adoption but also optimize its impact on learning, promoting a more ethical and effective use of these technologies in education.
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