Pedagogical Competences and Technical Knowledge for the Responsible Use of Generative Artificial Intelligence Tools: Evidence from a Training Intervention with Future Pedagogues

• Francisco David Guillén-Gámez ^[1] ; Akhmad Habibi ^[2] ; María Belén Morales-Cevallos ^[3] ; Noelia Pelicano-Piris ^[4]
  1. [1] Universidad de Málaga

     Universidad de Málaga

     Málaga, España

     
  2. [2] Jambi University

     Jambi University

     Indonesia

     
  3. [3] Universidad Tecnológica Ecotec

     Universidad Tecnológica Ecotec

     Guayaquil, Ecuador

     
  4. [4] Universidad Rey Juan Carlos

     Universidad Rey Juan Carlos

     Madrid, España

     

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• Localización: IJERI: International journal of Educational Research and Innovation, ISSN-e 2386-4303, n. 25, 2026
• Idioma: inglés
• DOI: 10.46661/ijeri.13165
• Títulos paralelos:
  • Competencias pedagógicas y conocimientos técnicos para el uso responsable de herramientas de inteligencia artificial generativa: Evidencia de una intervención formativa con futuros pedagogos
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  • Texto completo
• Resumen
  • español

    La creciente presencia de la Inteligencia Artificial (IA) y de la Inteligencia Artificial Generativa (IAGen) en los contextos educativos requiere que los futuros profesionales de la educación desarrollen tanto competencias pedagógicas como conocimientos técnicos. Este estudio examina las competencias autopercibidas del estudiantado de Pedagogía en relación con el uso educativo de herramientas de IAGen. En concreto, analiza sus niveles antes y después de una intervención formativa universitaria, así como posibles diferencias según el sexo y su relación con la motivación académica y la creatividad autopercibida. Se implementó un diseño cuasiexperimental pretest–postest con 112 estudiantes de Pedagogía de la Universidad de Málaga. El estudio evaluó tres dimensiones: competencias pedagógicas para la creación de materiales con herramientas de IAGen, competencias pedagógicas para la planificación de actividades de aprendizaje con estas herramientas y conocimientos técnicos sobre IAGen. Los datos se recogieron mediante un instrumento de autoinforme validado. Los resultados mostraron niveles iniciales moderados de competencias pedagógicas y niveles comparativamente más bajos de conocimientos técnicos antes de la intervención. Tras la experiencia formativa, se observaron mejoras estadísticamente significativas en todas las dimensiones, con tamaños de efecto elevados, especialmente en el conocimiento técnico. No se encontraron diferencias significativas según el sexo. La motivación académica mostró una relación limitada con el desarrollo de estas competencias, mientras que la creatividad autopercibida en el diseño de actividades digitales se relacionó positivamente con varias dimensiones competenciales. Estos hallazgos ponen de manifiesto la importancia de integrar la formación en herramientas IAGen en los programas de educación superior para favorecer el desarrollo de competencias pedagógicas y técnicas en los futuros profesionales de Pedagogía.

  • English

    The growing presence of Artificial Intelligence (AI) and Generative Artificial Intelligence (GenAI) in educational contexts requires future education professionals to develop both pedagogical competences and technical knowledge. This study examines pedagogy students’ self-perceived competences related to the educational use of GenAI tools. Specifically, it analyses their levels before and after a university training intervention, as well as potential differences according to sex and the relationship with academic motivation and self-perceived creativity. A quasi-experimental pretest–posttest design was implemented with 112 pedagogy students at the University of Málaga. The study assessed three dimensions: pedagogical competences for creating materials with GenAI tools, pedagogical competences for planning learning activities with GenAI tools, and technical knowledge of GenAI. Data were collected through a validated self-assessment instrument. The results revealed moderate initial levels of pedagogical competences and comparatively lower levels of technical knowledge prior to the intervention. After the training experience, statistically significant improvements were observed across all dimensions, with large effect sizes, particularly in technical knowledge. No significant differences were found according to sex. Academic motivation showed limited associations with competency development, whereas self-perceived creativity in designing digital activities was positively related to several competency dimensions. These findings highlight the importance of integrating training on GenAI tools into higher education programmes to support the development of pedagogical and technical competences among future pedagogy professionals.

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