IA y educación

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial profesorado educación primaria y secundaria

Temas IA: IA y educación estudio empírico

Resumen:

Artificial Intelligence (AI) has rapidly emerged as a transformative force across diverse sectors worldwide, with policy initiatives signalling its rising prominence. In the realm of education, AI holds promise for revolutionising learning and teaching. However, the incorporation of AI in basic education faces significant challenges for many schools, particularly when explicit curriculum guidelines are absent, and teachers have limited exposure to AI technologies. This study delves into the importance of integrating Artificial Intelligence in Education (AIED), particularly in primary and secondary school settings, with a specific emphasis on the obstacles and facilitators. The research...

What percentage of secondary school students do their homework with the help of artificial intelligence? - A survey of attitudes towards artificial intelligence

Mátyás Turós, Róbert Nagy, Zoltán Szűts (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial educación primaria y secundaria integridad académica

Temas IA: análisis de producción de IA IA y educación estudio empírico

Resumen:

Based on practical experiences, news articles, and subjective reports, a significant proportion of high school students complete their writing assignments (essays) using ChatGPT or other text-generating software. However, to the best of our knowledge, there is a very limited amount of work on this topic. Therefore, our study has two objectives. First, through human coding, we determine whether student essays submitted as homework were created by humans or software, and second, we examine these essays' sentiment and authorship, as well as factors determining the use of artificial intelligence in learning. Data collection was conducted in April and May 2024 across thirty classes from twenty...

Trajectories of AI policy in higher education: Interpretations, discourses, and enactments of students and teachers

Jack Tsao (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial educación superior integridad académica

Temas IA: ética de la IA IA y educación estudio empírico

Resumen:

Generative artificial intelligence (GenAI) in higher education has introduced a spectrum of ethical challenges, significantly impacting learning outcomes, pedagogies, and assessments. Based on the experiences and perspectives of students and teachers at a research-intensive university in Hong Kong, the study draws on qualitative interview data with 58 undergraduate and graduate students and 12 teachers conducted in early 2025. Through the concept of policy trajectories (Ball, 1993; Ball et al., 2012), the research analyses the interconnections between material contexts and discursive constructions in how AI policies (and their absence) are framed, interpreted, enacted, and resisted. The...

Measuring Acceptance of Age-Tiered AI Literacy Guidebooks: A Developmentally Informed Study of K-12 Students and Teachers

Li-Jen Wang, Tsung-Yen Chuang, Ying-Tien Wu (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial alfabetización en IA educación primaria y secundaria

Temas IA: IA y educación estudio empírico

Resumen:

As generative artificial intelligence (AI) becomes increasingly integrated into K-12 education, there is a pressing need for AI literacy initiatives to incorporate learning resources that are both age-appropriate and ethically grounded. This study examined acceptance of the AI Learning Application Guidebook, developed in Elementary and Advanced editions for learners aged 9–12 and 13–18, respectively. The Elementary edition features scaffolded, platform-based, non-generative activities, whereas the Advanced edition includes authentic applications, ethical reasoning exercises, and supervised engagement with generative AI. The guidebooks were evaluated in Taiwanese classrooms by 831...

What undergraduate students need to know and actually know about generative AI

Sina Rismanchian, Eesha Tur Razia Babar, Shayan Doroudi (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial alfabetización en IA educación superior

Temas IA: IA y educación conceptos básicos estudio empírico

Resumen:

In November 2022, the release of ChatGPT sparked widespread adoption of generative AI chatbots among students, yet little is known about what undergraduate students actually understand about these tools or how accurately they perceive their capabilities. To address this gap, we propose a theoretically grounded framework for Generative AI (GenAI) literacy that integrates three forms of conceptual knowledge about large language models (LLMs)—foundations, capabilities, and limitations, and societal impact—with students' perceptions and folk theories of AI chatbots. We then developed and validated a GenAI literacy survey, including multiple-choice knowledge items and perception items, using...

Acceptance of artificial intelligence in teaching science: Science teachers' perspective

Abdulla Al Darayseh (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial creencias y actitudes de los profesores profesorado

Temas IA: IA y educación estudio empírico

Resumen:

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Over the last few decades, there has been growing interest in artificial intelligence (AI) and how to apply it effectively in the educational process. The behavioural intention and attitudes of teachers play an important role in this regard. The technology acceptance model (TAM) has been shown to be effective in predicting factors that may positively or negatively influence behavioural intentions to use technology. The current study therefore aims to use this model to reveal teachers’ perceptions of the factors that influence the use of AI applications in science education. This research uses the descriptive method where a 6-dimensional scale is designed based on the components of...

Fairness, Accountability, Transparency, and Ethics (FATE) in Artificial Intelligence (AI) and higher education: A systematic review

Bahar Memarian, Tenzin Doleck (2023)

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Tipo: artículo

Metodología: revisión bibliográfica

Temas: inteligencia artificial ética educación superior

Temas IA: ética de la IA IA y educación revisión de bibliografía

Resumen:

Background: The use of Artificial Intelligence or AI is rising in higher education. With this rise, the morality of AI programs is being questioned. There is, as such, a need to understand how notions of Fairness, Accountability, Transparency, and Ethics or FATE are identified in the AI and higher education studies to date. Purpose: This systematic review paper aims to understand definitions and studies on FATE and AI in the higher education literature. The contribution of this work is to provide a summary of FATE development and the synthesis of the challenges and potentials of each of the reviewed studies. Method: A total of 33 publications from SCOPUS and Web of Science (WoS) were...

The critical role of trust in adopting AI-powered educational technology for learning: An instrument for measuring student perceptions

Tanya Nazaretsky, Paola Mejia-Domenzain, Vinitra Swamy (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial creencias y actitudes de los estudiantes educación superior

Temas IA: IA y educación estudio empírico

Resumen:

In recent decades, we have witnessed the democratization of AI-powered Educational Technology (AI-EdTech). However, despite the increased accessibility and evolving technological capabilities, its adoption is accompanied by significant challenges, predominantly rooted in social and psychological aspects. At the same time, limited research has been conducted on human factors, especially trust, influencing students' readiness and willingness to adopt AI-EdTech. This study aims to bridge this gap by addressing the multidimensional nature of trust and developing a new instrument for measuring students' perceptions of adopting AI-EdTech. With 665 student responses, we employ Exploratory and...

AI literacy development in middle school: Profiles and demographic predictors from an ABCE perspective

Zheng Liang Sun, Yau Yu Chan (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial alfabetización en IA educación primaria y secundaria

Temas IA: IA y educación estudio empírico

Resumen:

This study examines artificial intelligence (AI) literacy among middle school students through the lens of the ABCE framework, which encompasses Affective, Behavioral, Cognitive, and Ethical dimensions. Using a sample of 1669 students from Shanghai, China, the research validates the AI Literacy Questionnaire (AILQ) as a robust psychometric tool for assessing these four domains. Latent profile analysis identified four distinct AI literacy profiles, Poor, Moderate, Good, and Excellent, revealing that 72.3 % of students achieved high literacy levels (Good or Excellent), while 27.7 % remained in lower proficiency groups (Poor or Moderate). Key demographic findings highlight the role of gender...

Students’ multimodal prompting practices as epistemic work in AI literacy development

Sylvana Sofkova Hashemi (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial alfabetización en IA multimodalidad

Temas IA: prompts IA y educación estudio empírico

Resumen:

: As generative artificial intelligence (GenAI) rapidly transforms higher education, critical questions arise about how students engage with these open-ended tools and the implications for learning. This study provides empirical insight into this research gap investigating (1) the prompting strategies students develop when interacting with a university-provided GenAI tool and (2) how engagement in prompt engineering activities shapes their understanding of GenAI and AI literacy. Data were collected in an exploratory workshop with 28 postgraduate students engaged in collaborative multimodal prompting tasks, including the creation of short stories or poems and corresponding images. Students’...