Teaching with Artificial Intelligence: degree of acceptance of educational AI in the Latin American university context

Abstract

The remarkable advance of AI, especially after the introduction of ChatGPT3 in the educational field, has stimulated research on attitudes, levels of acceptance, available training and the impact of pedagogical beliefs on the use or rejection of AI by students and teachers. The aim of this study is to analyze the degree of acceptance of Educational Artificial Intelligence (DAI) by teachers, its use and and the factors influencing these decisions. This was done through an ex post facto research design with a sample of 425 participating teachers. One of the most relevant findings is a general tendency among teachers to adopt constructivist positions for developing training activities with EdAI. The robustness and consistency of the measuring instrument used are noteworthy. The data indicate that the level of EdAI acceptance among teachers is very high and that those with constructivist beliefs show a greater predisposition to integrate these technologies into their teaching practice, compared to those who maintain more traditional or transmissive orientations.