Artificial Intelligence in Teacher Training: Student Perceptions, Curricular Gaps, and Pedagogical Challenges with ChatGPT
DOI:
https://doi.org/10.17561/ae.v27n1.9623Keywords:
Artificial Intelligence, teachers, higher education, perceptions, chatgptAbstract
This study analyzes the perceptions of undergraduate students in Early Childhood and Primary Education regarding the use of ChatGPT in academic activities, highlighting its benefits, limitations, and ethical considerations. Using a validated questionnaire, three key dimensions were evaluated: perceived usefulness, academic impact, and ethical risks. The results reveal an ambivalent stance toward ChatGPT: while a considerable portion of students considers it useful, a majority expresses skepticism, especially regarding its capacity to improve research skills. Differences by gender and degree program are also significant; men and students with ICT specializations show greater openness, while those in Primary Education and Catholic Theology demonstrate greater ethical distrust. Additionally, a critical profile was identified composed of users who express higher levels of technophobia. This work underscores the need to update educational curricula to integrate critical digital competencies and promote ethical and reflective use of education.
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