La inteligencia artificial y la calidad en la formación profesional desde la asignatura Didáctica del Lenguaje en la carrera Educación Básica

Francisco Jair  Salazar Mala; Cecilia  Santana Estrada; Juan Fernando  Guevara Ulloa

doi:10.59169/pentaciencias.v8i2.1805

Authors

Francisco Jair Salazar Mala Universidad Técnica de Manabí https://orcid.org/0009-0003-3740-6485
Cecilia Santana Estrada Universidad Técnica de Manabí https://orcid.org/0000-0002-7721-6091
Juan Fernando Guevara Ulloa Universidad de Los Hemisferios https://orcid.org/0009-0003-4793-3633

DOI:

https://doi.org/10.59169/pentaciencias.v8i2.1805

Keywords:

Artificial intelligence; language teaching methodology; digital competence; quality of vocational training

Abstract

This research analyzed the relevance of integrating artificial intelligence (AI) into the training of students in the Basic Education program, specifically in the Language Didactics course. The quantitative, descriptive-correlational study was administered to a sample of 40 participants (25 students and 15 teachers) using a structured questionnaire that assessed the following dimensions: knowledge, pedagogical use, and development of AI-related competencies; and attitude and adoption of new methodologies. The results revealed a significant gap in conceptual understanding of AI, with students outperforming teachers. Inferential analysis demonstrated a coherent and significant relational structure among the three dimensions. The study concluded that, while the attitude toward AI is highly positive in both groups, it is the systematic pedagogical use of AI, rather than isolated theoretical knowledge, that truly consolidates professional competencies. Therefore, it is necessary to implement institutional guidelines that prioritize applied and reflective training, enabling future teachers to integrate AI ethically and strategically into their educational practices.

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