Artificial intelligence as a teaching resource in university teacher training
DOI:
https://doi.org/10.47230/unesum-ciencias.v9.n3.2025.281-292Keywords:
Artificial intelligence; education; teaching; innovation; Ecuador.Abstract
Artificial intelligence has positioned itself as a transformative tool with high potential to revolutionize teaching and learning processes in contemporary higher education. In Ecuador, its incorporation into university teacher training is experiencing progressive development, driven by governmental policies for technological modernization, innovative institutional initiatives, and the growing need to respond to dynamic and changing educational environments.
This bibliographic and analytical article examines the role of artificial intelligence as a didactic resource in Ecuadorian university teaching, identifying determining factors, facilitating elements, and specific tools that condition its effective implementation and pedagogical impact. The methodology employed included a systematic review of recent specialized literature and detailed analysis of four representative case studies from national universities that have integrated adaptive systems, academic chatbots, intelligent tutors, and learning analytics platforms.
Results show that strategic implementation of artificial intelligence significantly contributes to learning personalization, optimizes tutorial process efficiency, improves formative assessment, and increases student motivation. However, the research also identifies structural challenges linked to technological infrastructure limitations, insufficient teacher training in advanced digital competencies, and the absence of specific regulatory frameworks that guide its ethical and pedagogically grounded application. The study provides an integral and contextualized perspective of artificial intelligence impact on Ecuadorian higher education, offering empirical evidence and critical reflections that can guide the design of institutional policies, innovative pedagogical strategies, and sustainable and inclusive teacher professional development programs.
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Copyright (c) 2025 Fernanda Stefanía Quijije Véliz, Gema Mireya Loor Cedeño, Dolores Guadalupe Loor Macías, Amarilis Rocío Murillo Quimiz
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