Validación de un cuestionario para diagnosticar competencias docentes en la integración pedagógica de la inteligencia artificial
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2026-07-01
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AIESAD (Asociación Iberoamericana de Educación Superior a Distancia)
Resumen
La brecha entre la IA y las competencias digitales y pedagógicas disponibles en los sistemas educativos es parte del acelerado crecimiento de las tecnologías. Existe un desafío para impulsar programas que articulen el liderazgo pedagógico, el pensamiento crítico y el compromiso ético en torno al uso de la IA. Se elaboró un cuestionario después de una extensa revisión sobre formación y competencias pedagógicas en el uso de la inteligencia artificial, validado por un grupo de 28 expertos latinoamericanos, y posteriormente aplicado en una muestra de 360 profesores y directivos (110 de Brasil y 250 de Chile). El cuestionario inicial se componía de 72 ítems. Se realizó un análisis exploratorio y, posteriormente, un análisis confirmatorio, dando como resultado un instrumento configurado por cinco dimensiones: conocimientos y creencias sobre la IA en educación, competencias digitales docentes, formación inicial y continua, usos pedagógicos y didácticos de la IA, y actitudes éticas y reflexivas hacia la IA. La discusión de los resultados obtenidos en el presente estudio permite interpretar, desde una perspectiva teórico-empírica, la fiabilidad, validez y pertinencia del modelo de competencias docentes para la integración pedagógica de la inteligencia artificial. La conclusión principal es que se ha obtenido un instrumento válido y fiable cuya aplicación permitirá orientar procesos de formación inicial y continua, promoviendo un desarrollo profesional docente capaz de integrar la tecnología con sentido pedagógico, responsabilidad ética y visión innovadora.
The gap between artificial intelligence (AI) and the digital and pedagogical competencies currently available in educational systems is partly driven by the accelerated pace of technological development. This situation poses a challenge for the promotion of programs that integrate pedagogical leadership, critical thinking, and ethical commitment in the use of AI. A questionnaire was developed following an extensive review of teacher training and pedagogical competencies related to the use of artificial intelligence. The instrument was validated by a panel of 28 Latin American experts and subsequently administered to a sample of 360 teachers and school leaders (110 from Brazil and 250 from Chile). The initial questionnaire consisted of 72 items. An exploratory factor analysis followed by a confirmatory factor analysis was conducted, resulting in an instrument structured around five dimensions: knowledge and beliefs about AI in education, teachers’ digital competencies, initial and continuing professional development, pedagogical and didactic uses of AI, and ethical and reflective attitudes toward AI. The discussion of the findings allows for the interpretation, from a theoretical–empirical perspective, of the reliability, validity, and relevance of the proposedmodel of teaching competencies for the pedagogical integration of artificial intelligence. The main conclusion is that a valid and reliable instrument was obtained, whose application can guide initial and continuing teacher training processes, fostering professional development that integrates technology with pedagogical purpose, ethical responsibility, and an innovative vision
The gap between artificial intelligence (AI) and the digital and pedagogical competencies currently available in educational systems is partly driven by the accelerated pace of technological development. This situation poses a challenge for the promotion of programs that integrate pedagogical leadership, critical thinking, and ethical commitment in the use of AI. A questionnaire was developed following an extensive review of teacher training and pedagogical competencies related to the use of artificial intelligence. The instrument was validated by a panel of 28 Latin American experts and subsequently administered to a sample of 360 teachers and school leaders (110 from Brazil and 250 from Chile). The initial questionnaire consisted of 72 items. An exploratory factor analysis followed by a confirmatory factor analysis was conducted, resulting in an instrument structured around five dimensions: knowledge and beliefs about AI in education, teachers’ digital competencies, initial and continuing professional development, pedagogical and didactic uses of AI, and ethical and reflective attitudes toward AI. The discussion of the findings allows for the interpretation, from a theoretical–empirical perspective, of the reliability, validity, and relevance of the proposedmodel of teaching competencies for the pedagogical integration of artificial intelligence. The main conclusion is that a valid and reliable instrument was obtained, whose application can guide initial and continuing teacher training processes, fostering professional development that integrates technology with pedagogical purpose, ethical responsibility, and an innovative vision
Palabras clave
Inteligencia artificial
Desarrollo de competencias
Educación
Cuestionario
Artificial intelligence
Competency development
Education
Questionnaire
Desarrollo de competencias
Educación
Cuestionario
Artificial intelligence
Competency development
Education
Questionnaire
Descripción
Materias
Cita
Villa Sánchez, A., Pizarro Fuentes, E., & Fernandes Queiroz, S. (2026). Validación de un cuestionario para diagnosticar competencias docentes en la integración pedagógica de la inteligencia artificial. RIED: revista iberoamericana de educación a distancia, 29(2). https://doi.org/10.5944/RIED.46988