Survive GPT Chat. Reflections and proposals regarding the Master's Degree TFG

Abstract

New technologies, such as online platforms and videoconferencing, have transformed higher education. Artificial Intelligence, including Chat GPT, offers personalized tutoring and automated assistance, although it poses ethical and security challenges that require appropriate regulations for responsible use in higher education. This research focuses on university-level teacher training, highlighting the Final Degree Project (TFG) as a crucial component. The TFG allows students to integrate and apply theoretical and practical knowledge acquired during their studies, demonstrating their professional and academic competence through research, production of educational materials, or innovative projects. We will focus on the learning procedures employed by TFG students in teacher training, distinguishing them from the teaching methods used by professors. These procedural contents refer to various processes such as the acquisition, elaboration, or communication of information. AI and Chat GPT impact these processes, transforming the acquisition and elaboration of information, and presenting new challenges and opportunities in higher education. The objective of this study is to evaluate the impact of AI on the TFG of primary school teachers, based on the analysis of procedural contents and the use of AI in the TFG construction process. The methodology is interpretive, combining quantitative and qualitative data, applying a specially created questionnaire, and conducting statistical and qualitative analysis. The results highlight a limited use of AI in the procedures but necessitate redefining some fundamental aspects of TFG development, both in its design and evaluation.