Design of a didactic strategy based on artificial intelligence to strengthen the teaching-learning process in the education career
DOI:
https://doi.org/10.62305/alcon.v6i3.1299Keywords:
teaching strategy; critical thinking; teachers' digital competencies; teaching-learning process; pedagogical innovation; higher educationAbstract
The objective of this research is to design an AI-based instructional strategy to enhance the teaching-learning process in the Education program at the Southern Manabí State University. The study employs a quantitative approach with a descriptive-propositional scope and a non-experimental cross-sectional design. The study population was made up of 1600 students, of which 310 students were selected in a stratified probabilistic way, data collection was carried out through an observation sheet with a structured questionnaire, these instruments were validated by experts who gave high reliability. In this evaluation, the differences between the groups that require technological adoption were identified, which demonstrated the empirical use of digital tools and also the limited use of artificial intelligence in teaching practices. Taking into account all the aspects evidenced above, the results found insufficiencies in the area of development of critical thinking in students, specifically when they face tasks that require a certain demand when analyzing and evaluating information generated by means of intelligent systems. In this way, the findings are evaluated and based on what has been exposed, a corresponding articulated teaching strategy was structured, sectioned into successive stages: awareness-raising, training, integration and evaluation. Its design is based on pedagogical, technological, and assessment components, and includes activities that promote the critical use of artificial intelligence and mechanisms for monitoring students’ learning process. To evaluate the proposal’s relevance, a group of 12 experts was formed, selected based on their research track record and academic experience. Kendall’s coefficient of concordance was used, yielding a W = 0.82, which confirms a high level of agreement among the evaluators regarding the appropriateness, coherence, and feasibility of the strategy.
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