Generative Artificial Intelligence in Ecuadorian university teacher training as an educational challenge and opportunity
DOI:
https://doi.org/10.62305/alcon.v5i5.880Keywords:
Generative artificial intelligence; university teacher education; artificial intelligence literacy; higher education; educational ethicsAbstract
This study analyzed the perceptions of Ecuadorian university faculty regarding the integration of Generative Artificial Intelligence in their professional training, considering its pedagogical, ethical, and professional development implications. A quantitative approach was adopted, using a non-experimental, cross-sectional, descriptive-correlational design, and a structured questionnaire was administered to a sample of 120 faculty members from public and private higher education institutions in Ecuador. The instrument assessed four dimensions: technical knowledge, pedagogical use, ethical reflection, and professional disposition, showing high overall reliability. The results revealed a generally positive and homogeneous self-perception across all dimensions, with higher scores in the pedagogical use of artificial intelligence and slightly lower values in ethical reflection and professional disposition. In addition, positive and statistically significant correlations were identified among all dimensions, highlighting the strong relationship between ethical reflection and professional disposition, suggesting that ethical awareness acts as a catalyst for faculty leadership. In conclusion, the effective integration of generative artificial intelligence in higher education requires comprehensive faculty training that goes beyond technical mastery and strengthens its pedagogical and ethical foundations.
Downloads
References
Adel, A., Ahsan, A., & Davison, C. (2024). ChatGPT promises and challenges in education: Computational and ethical perspectives. Education Sciences, 14(8), 814. https://doi.org/10.3390/educsci14080814
Azeem, A., Siddiqui, G. K., & Ali, M. S. Z. (2025). Impact of artificial intelligence on academic integrity: Exploring teachers' and students' perspectives. Journal of Development and Social Sciences, 6(1), 499–507. https://doi.org/10.47205/jdss.2025(6-1)43
Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2022). A primer on partial least squares structural equation modeling (PLS-SEM) (3rd ed.). Sage.
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign.
Kahn, P., Carrigan, M., Smith, P., Murtagh, L., Liu, R., & Song, F. (2025). Teacher agency and generative artificial intelligence: Teaching in higher education as a responsive, cultural activity. Learning, Media and Technology. Advance online publication. https://doi.org/10.1080/17439884.2025.2575993
Lin, H.-M., Wu, J.-Y., Liang, J.-C., Lee, Y.-H., Huang, P.-C., Kwok, O.-M., & Tsai, C.-C. (2023). A review of using multilevel modeling in e-learning research. Computers & Education, 198, 104762. https://doi.org/10.1016/j.compedu.2023.104762
Lustosa Rosario, A. C., Ben Yaacov, B., Franco Segura, C., Arias Ortiz, E., Heredero, E., Botero, J., Brothers, P., Payva, T., & Spies, M. (2021). Transformación digital en la educación superior en América Latina y el Caribe. Banco Interamericano de Desarrollo. https://doi.org/10.18235/0003829
Mantilla Miranda, L. E., Hernández Lovato, V. M., & Sequera Morales, A. G. (2025). Comportamiento de las competencias digitales en docentes de un instituto superior tecnológico de Ecuador. Revista Espacios, 46(5), Art. 12. https://doi.org/10.48082/espacios-a25v46n05p12
Prilop, C. N., Mah, D.-K., Jacobsen, L. J., Hansen, R. R., Weber, K. E., & Hoya, F. (2025). Generative AI in teacher education: Educators' perceptions of transformative potentials and the triadic nature of AI literacy explored through AI-enhanced methods. Computers and Education: Artificial Intelligence, 9, 100471. https://doi.org/10.1016/j.caeai.2025.100471
Ricra Ruiz, R. A., Queque Luque, E. F., Vega Lazo, F. H., Martínez Horna, D. J., Ross Audureau, J., & Lara Tapia, L. M. (2025). Implicaciones éticas de la inteligencia artificial generativa en la educación superior: Una revisión sistemática. Revista InveCom, 6(2), 1–8. https://doi.org/10.5281/zenodo.16734732
Tan, X., Cheng, G., & Ling, M. H. (2025). Artificial intelligence in teaching and teacher professional development: A systematic review. Computers and Education: Artificial Intelligence, 8, 100355. https://doi.org/10.1016/j.caeai.2024.100355
Wang, H., Dang, A., Wu, Z., & Mac, S. (2024). Generative AI in higher education: Seeing ChatGPT through universities' policies, resources, and guidelines. Computers and Education: Artificial Intelligence, 7, 100326. https://doi.org/10.1016/j.caeai.2024.100326
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Scientific Journal of Educational Innovation and Current Society "ALCON". ISSN 2960-8473
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
