Formación Docente en IA Generativa: Impacto Ético y Retos en Educación Superior
Flavio López, Mishell Angulo-Alvarez, David Ismael Sosa Zuñiga
Abstract
Generative Artificial Intelligence (GAI) is reshaping higher education, and transforming instructional and assessment practices, therefore, educators must develop technical expertise and pedagogical awareness to ensure ethical and responsible use. This study evaluates the impact of an 80-hour GAI training program conducted with 299 lecturers from eight Ecuadorian universities, aiming to enhance their digital skills and openness to AI-based teaching strategies. Through a quasi-experimental design with pretest and posttest assessments, findings reveal an increase in technical proficiency (M = 2.62 to 4.22, t = -30.77, p < 0.0001, d = 0.85) and lecturers’ willingness to apply GAI in their teaching (M = 3.63 to 4.02, t = -6.38, p < 0.0001, d = 0.52). However, perceptions of AI-generated content originality remained unchanged perceptions (M = 3.02 to 2.94, t = -0.82, p = 0.41), indicating ongoing concerns regarding authenticity in academic settings. These results emphasize the necessity of training programs that merge technical instruction with active learning methodologies, such as project-based learning and formative assessment. Additionally, higher education institutions should establish clear policies regulating AI implementation, ensuring ethical standards and academic integrity. Moreover, developing institutional guidelines for assessing AI-generated content is essential for maintaining transparency, fairness, and responsible adoption in teaching and assessment, in order to identify the best practices to support lecturers’ development, and promote its effective use in academic fields.