Year: 2025
Type: article
Study design: Observational Study
Abstract: This study examines the integration of Artificial Intelligence (AI) in initial teacher education, focusing on its role in strengthening classroom curriculum management through teaching and assessment methodologies. A quantitative and descriptive design was applied using a Likert-type scale, with confirmatory factor analysis for validation and Cronbach’s alpha for reliability, complemented by inferential analysis. Findings indicate that teaching how to teach with AI is shaped by classroom practices, influencing how AI-based processes are perceived and their alignment with competency achievement. Results suggest that pre-service teachers develop greater confidence in using AI for didactic design, although only a small percentage view AI’s organization and presentation as fully coherent and useful for verification and continuous improvement.
Source: LatIA
Institution: Universidad Pedagógica Nacional Francisco Morazán
Language: English
Subfield: Information Systems
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4414549119