Artificial Intelligence as a Pedagogical Resource in Initial Teacher Training

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.