Materiales didácticos multimodales con inteligencia artificial generativa en la formación inicial del profesorado: implicaciones para la alfabetización académica: implications for academic literacy

José Manuel de Amo Sánchez-Fortún; Kevin Baldrich Rodríguez

doi:10.6018/reifop.715801

Authors

José Manuel de Amo Sánchez-Fortún Universidad de Almería https://orcid.org/0000-0002-5680-2921
Kevin Baldrich Rodríguez University of Almería https://orcid.org/0000-0002-2243-3638

DOI: https://doi.org/10.6018/reifop.715801

Keywords: Multimodal competence, generative artificial intelligence, initial teacher education, academic literacy

Supporting Agencies

R&D&I Project entitled Educational Transformation: Exploring the Impact of Artificial Intelligence on University Students’ Reading and Writing Education (ref. PID2023-151419OB-I00), funded by the Ministry of Science, Innovation and Universities (MCIU) of the Government of Spain / State Research Agency (AEI) / 10.13039/501100011033 and by the European Regional Development Fund (ERDF) ‘A Way of Making Europe’ from the European Union NextGenerationEU/PRTR.

Abstract

The integration of generative artificial intelligence (GAI) into educational contexts is transforming the processes of designing, communicating and producing digital content in initial teacher education. In this context, multimodality is gaining increasing relevance as a pedagogical strategy aimed at the critical integration of textual, visual and audiovisual resources mediated by emerging technologies. This study analyses the impact of a training intervention based on GAI-mediated multimodal design on the development of pre-service teachers’ digital competence, as well as on processes of pedagogical regulation and ethical reflection among university students. The research adopted a mixed-methods design involving students enrolled in a Primary Education degree programme. Quantitative pretest-posttest analyses of digital competence were combined with qualitative analyses of multimodal productions, reflective logs and students’ testimonies. The intervention included instructional design activities supported by GAI applications, the development of multimodal resources and assessment through analytical rubrics. The results reveal significant improvements across all dimensions of digital competence analysed, particularly in the design and creation of educational resources. Furthermore, the qualitative evidence reflects a progressively more deliberate and critical use of GAI in multimodal design tasks, together with the development of strategies for reviewing, reformulating and pedagogically regulating automatically generated content. Tensions related to accessibility, technological dependence, homogenisation of productions and ethical transparency in the use of generative systems were also identified. The findings suggest that critically guided integration of GAI may foster the joint development of digital, multimodal and ethical competences in initial teacher education. In this regard, the study highlights the need to move towards training models focused not only on the technical mastery of AI, but also on critical mediation, ethical responsibility and multimodal pedagogical design.

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Author Biographies

José Manuel de Amo Sánchez-Fortún, Universidad de Almería

Full Professor in the field of Didactics of Language and Literature, with a consolidated line of research focused on academic literacy and the impact of generative artificial intelligence (GAI) on reading and writing processes in higher education. He is currently the principal investigator of an R&D&I project funded by the Spanish Ministry of Science, Innovation and Universities (Knowledge Generation Programme 2024), which analyses the transformations introduced by GAI in the academic literacy of university students enrolled in Education degrees and master’s programmes, using a mixed-methods design with a predominance of qualitative approaches. In this area, he has delivered numerous invited keynote lectures at specialised scientific forums, addressing the challenges and opportunities posed by the integration of GAI into educational processes.

His research career has been articulated around academic literacy, digital reading, and reader and literary education, with particular attention to the multimodal analysis of texts and their didactic projection in educational contexts. He has led four competitive R&D&I projects funded by the Ministry of Science, Innovation and Universities, focused on the intersection of technology and education, metafictional and hypertextual approaches to literary education, and the development of argumentative competence for critical thinking. Within this framework, he has proposed innovative models for the analysis of multimodal texts and strategies for critical literacy, as well as guidelines for the didactic integration of emerging technologies in teacher education. In addition, he has participated in national and international projects of excellence, expanding the impact and knowledge transfer of his scientific output.

His research findings have been published in journals indexed in the top quartiles of JCR and SJR, as well as by high-prestige academic publishers (SPI Q1). This trajectory is endorsed by research six-year terms (sexenios) recognised by the CNEAI (the most recent in 2021) and five consolidated regional research performance bonuses, which attest to the quality, continuity, and impact of his research activity.

He is also an expert collaborator in the Education Sciences thematic area of the Spanish State Research Agency (AEI), where he evaluates projects submitted to competitive calls and contributes his scientific and technical expertise to the assessment process. In this context, he is a member of the Technical Evaluation Committee for the Knowledge Generation Projects call, which provides him with a broad and up-to-date perspective on the research lines that currently structure the field of education.

Kevin Baldrich Rodríguez, University of Almería

Kevin Baldrich Rodríguez holds a PhD in Humanities and Social Sciences from the University of Almería, where he also completed his Bachelor’s and Master’s degrees. He received funding from the Spanish Ministry of Education, Culture and Sport through a competitive FPU predoctoral contract, as well as grants for international research stays awarded on a competitive basis. He is currently undertaking postdoctoral research.

His teaching experience is linked to the area of Language and Literature Education within the Department of Education at the University of Almería. He has published extensively in high-impact journals and publishing houses and has contributed to numerous national and international conferences.

His research focuses on academic literacy, artificial intelligence, and graphic narrative. He has participated in competitive R&D&I projects funded by the Spanish Ministry of Science, Innovation and Universities, as well as in international research projects (Brazil). In addition, he is an active member of the HUM-754 Research Group: Literary and Cultural Studies.

He is also part of the R&D&I Project Educational Transformation: Exploring the Impact of Artificial Intelligence on University Students’ Reading and Writing Education (PID2023-151419OB-I00), funded by the Ministry of Science, Innovation and Universities of the Government of Spain and the State Research Agency (AEI).

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