Percepciones docentes sobre la integración de la IA en la planificación curricular
DOI:
https://doi.org/10.70625/rlce/990Palabras clave:
Percepción docente, Inteligencia artificial, Planificación curricular, Formación profesionalResumen
El estudio tuvo como objetivo analizar las percepciones docentes sobre la integración de la inteligencia artificial en la planificación curricular en tres instituciones educativas de la Zona 5. Se desarrolló bajo un enfoque cuantitativo, con alcance descriptivo, diseño no experimental y corte transversal. La población estuvo conformada por 118 docentes y la muestra por 78 participantes seleccionados mediante criterios de inclusión y exclusión. Para recopilar la información se aplicó una encuesta mediante un cuestionario de diez ítems con escala Likert de cinco opciones. Los resultados mostraron percepciones moderadamente favorables hacia la inteligencia artificial, especialmente por su utilidad para generar ideas, facilitar la elaboración de recursos, revisar contenidos y ajustar propuestas al currículo. La necesidad de fortalecer la formación profesional obtuvo la valoración positiva más elevada, mientras la confianza directa en estas herramientas presentó una tendencia más moderada. Se concluyó que los docentes reconocieron beneficios relevantes para la planificación curricular, aunque mantuvieron cautela respecto a confiabilidad, contextualización y adaptación. Se recomendó implementar procesos de formación continua y lineamientos institucionales que orienten una integración crítica, ética, responsable y pedagógicamente pertinente de la inteligencia artificial.
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Derechos de autor 2026 Luis Alexander Zamora Huacón, María Patricia Chacha Pizarro, Mayra Elizabeth Cortez Pincay, Gabriela Jazmín Fienco Barzola, Jessica María Arreaga Jiménez, Tania Yecilia de Fátima Chiriguaya Barahona (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
