AI as ethical and pedagogical mediator in initial teacher education: a case study

Abstract

This study investigates the role of generative artificial intelligence AI as an ethical and pedagogical mediator in the initial training of primary education teachers, particularly in strengthening the family-school relationship. A quasi-experimental intervention was conducted with a single group of 103 students from two Spanish universities, structured into four phases: theoretical instruction, collaborative resolution of practical cases, analysis with AI, and critical reflection. Pre- and post-intervention questionnaires assessed competencies such as critical thinking, creativity, personalized learning, and feedback. Findings indicate that AI was positively perceived for its ability to offer timely guidance, generate customized educational materials, and provide innovative solutions, with scores exceeding 3 out of 4 across all evaluated dimensions. Nonetheless, activities conducted without AI were also appreciated for promoting deeper reflection, empathy, and learner autonomy. The study concludes that AI, when critically and ethically integrated, can serve as a valuable complement in teacher education, bridging academic theory and classroom realities.