Socio-educational Competences and Artificial Intelligence Literacy in Social Education through Service-Learning
Abstract
The objective of the study was to analyse the extent to which a service-learning experience, focused on the critical use of digital technologies, contributes to the development of socio-educational competencies and generative artificial intelligence literacy within the initial training of the Degree in Social Education. The intervention was designed according to the principles of Universal Design for Learning and consisted of the collaborative creation of inclusive digital educational materials together with social organisations working with groups in situations of vulnerability. A total of 64 students participated, and the evaluation was conducted using the SELEB scale to assess socio-educational competences, and the EMIA scale to measure AI literacy. The results indicate a high development of socio-educational competences, particularly in citizenship, practical skills and interpersonal abilities. In contrast, AI literacy was situated at an initial to moderate level, with students demonstrating greater conceptual understanding and ability to envision potential uses than autonomous operational control. It is concluded that the experience significantly strengthened the students’ socio-educational competences, while AI literacy progressed at an early stage, highlighting the need to promote progressive training processes that consolidate a critical, conscious and contextually grounded use of these technologies in Social Education.
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