Teacher self-efficacy for the use of generative artificial intelligence: a study of university faculty in Andalusia
Supporting Agencies
- Ministry of Science, Innovation and Universities of Spain
Abstract
Generative Artificial Intelligence (GAI) has transformed higher education and teaching practice, offering new pedagogical opportunities but also ethical and training challenges. This study analyzes the levels of self-efficacy for the educational use of AI among university professors in Andalusia, considering the variables of gender and participation in the specific training program “Applications of Artificial Intelligence for Online Teaching” offered by the International University of Andalusia (UNIA). Using a quantitative, ex post facto, cross-sectional design, with a sample of 260 teachers, the TAICS scale (Teacher AI Competence Self-efficacy) was applied. The results revealed moderate levels of perceived self-efficacy among university faculty, with significant differences in favor of men across all dimensions—though with small effect sizes—and higher self-efficacy levels among teachers who had completed the UNIA training compared to those who did not. It is concluded that participation in specific training is associated with higher perceived teacher confidence in the use of AI, which supports the need to promote institutional initiatives for continuous professional development, that strengthen teachers’ digital and ethical competence in the use of artificial intelligence.
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