Competencias docentes autopercibidas y percepciones sobre la inteligencia artificial en profesorado bilingüe de la Amazonía ecuatoriana

Raiza Uvanova  Chuchuca Castillo; Jahaira Steffania  Chalar Escobar; Lizbeth Amarilis  Pilamala Aragòn; Wendy Lilibeth  Arteaga Cedeño

doi:10.59169/pentaciencias.v8i2.1808

Authors

Raiza Uvanova Chuchuca Castillo Universidad Estatal de Milagro https://orcid.org/0009-0009-8261-4869
Jahaira Steffania Chalar Escobar Universidad Estatal de Milagro https://orcid.org/0009-0000-0696-7958
Lizbeth Amarilis Pilamala Aragòn Universidad Estatal de Milagro https://orcid.org/0009-0009-3274-0365
Wendy Lilibeth Arteaga Cedeño Universidad Estatal de Milagro; Universidad de Valladolid https://orcid.org/0000-0002-4134-4884

DOI:

https://doi.org/10.59169/pentaciencias.v8i2.1808

Keywords:

Teaching competencies; artificial intelligence; teacher perceptions; teacher training; bilingual education

Abstract

The present study aimed to analyze the relationship between self-perceived teaching competencies and perceptions of artificial intelligence among teachers in bilingual educational institutions in the Ecuadorian Amazon. It was conducted under a quantitative approach, with a non-experimental design and a descriptive-correlational scope. Data collection was carried out using the Self-Perceived Teaching Competencies Scale (ECAD-EP) and the Questionnaire on Teachers’ Perceptions and Challenges Regarding Artificial Intelligence in Active Methodologies (CPD-IA), administered to a sample of 90 teachers. Descriptive statistical analysis was performed and, after verifying data normality, parametric inferential tests were applied to examine relationships and differences between variables. The results showed positive and statistically significant correlations between variables, with low to moderate effect sizes. The instructional dimension presented the strongest associations with procedural knowledge, critical knowledge, and digital literacy, whereas the socio-emotional dimension showed the weakest correlations. A gap was identified between access to technological resources and training in artificial intelligence; most teachers have access to devices and internet connectivity, but their training in this area remains limited. Less experienced teachers demonstrated a greater willingness to use artificial intelligence in educational contexts. The findings confirm that the relationship between teaching competencies and perceptions of artificial intelligence is significant and depends on the level of training in this area.

Downloads

Download data is not yet available.

References

Al-Mughairi, H., & Bhaskar, P. (2025). Exploring the factors affecting the adoption of AI techniques in higher education: Insights from teachers’ perspectives on ChatGPT. Journal of Research in Innovative Teaching & Learning, 18(2), 232-247. https://doi.org/10.1108/JRIT-09-2023-0129

Arteaga-Cedeño, W. L. (2023). Diseño, implementación y evaluación de un programa de intervención de educación emocional dirigido al profesorado de enseñanza no universitaria [Tesis Doctoral, Universidad de Valladolid]. https://doi.org/10.35376/10324/59771

Arteaga-Cedeño, W. L., Carbonero-Martín, M. Á., Martín-Antón, L. J., & Molinero-González, P. (2022). The Sociodemographic-Professional Profile and Emotional Intelligence in Infant and Primary Education Teachers. International Journal of Environmental Research and Public Health, 19(16), Article 16. https://doi.org/10.3390/ijerph19169882

Arteaga-Cedeño, W. L., Carbonero-Martín, M. Á., Martín-Antón, L. J., & Molinero-González, P. (2024). La inteligencia emocional fortalece el perfil competencial del profesorado estratégico. Revista de Psicología y Educación, 19(1), 55-59. https://doi.org/https://doi.org/10.23923/rpye2024.01.250

Arteaga-Cedeño, W. L., Carbonero-Martín, M. Á., Martín-Antón, L. J., Molinero-González, P., & Valdivieso-León, L. (2025). How an emotional intelligence intervention programme impacts the well-being and performance of teachers of basic general education. Acta Psychologica, 253, 104739. https://doi.org/10.1016/j.actpsy.2025.104739

Bakhadirov, M., Rena, A., & Jeyhun, R. (2024). Factors Influencing Teachers’ Use of Artificial Intelligence for Instructional Purposes. IAFOR Journal of Education, 12(2), 9-32. https://doi.org/10.22492/ije.12.2.01

Barrientos, A., Sánchez, R., & Arigita, A. (2019). Formación emocional del profesorado y gestión del clima de su aula. Praxis & Saber, 10(24), 119-141. https://doi.org/10.19053/22160159.v10.n25.2019.9894

Bermúdez Molina, E. L., & Alcívar Vera, I. I. (2025). Percepción Docente Sobre El Uso De La Inteligencia Artificial En Instituciones Educativas Del Cantón Pedernales. Refcale: Revista Electrónica Formación y Calidad Educativa, 13(2), 25-44. https://doi.org/10.56124/refcale.v13i2.002

Bisquerra, R. (2016). Universo de emociones: La elaboración de un material didáctico (Vol. 20). Universidad San Jorge.

Brotherson, S., & Hoffman, M. S. (2020). The History and Usage of Parenting Newsletter Interventions in Family Life Education. Education Sciences, 10(11), 326. https://doi.org/10.3390/educsci10110326

Carbonero-Martín, M. Á., Arteaga-Cedeño, W. L., Martín-Antón, L. J., & Molinero-González, P. (2022). Group Segmentation as a Strategy for Implementing the Intervention Programme in Emotional Education for Infant and Primary Teachers. International Journal of Environmental Research and Public Health, 19(23), 1-20. https://doi.org/10.3390/ijerph192315702

CEPAL. (2020). Universalizar el acceso a las tecnologías digitales para enfrentar los efectos del COVID-19 (Informe Especial No. 7). CEPAL. https://www.cepal.org/es/publicaciones/45938-universalizar-acceso-tecnologias-digitales-enfrentar-efectos-covid-19

Chuñir, J. (2025). Competencias específicas para la integración de la inteligencia artificial en la planificación docente. Mamakuna, (24), 80-92. https://doi.org/10.70141/mamakuna.24.1050

Cisneros Cisneros, J. D., Rodríguez Mite, N. G., Rodríguez Peralta, F. B., & Arteaga-Cedeño, W. L. (2025). Tutorías académicas y su influencia en el rendimiento de los estudiantes universitarios. Revista Cientifica Arbitraria Multidisciplinaria PENTACIENCIAS, 7(5), 15-30. https://doi.org/10.59169/pentaciencias.v7i5.1634

Delgado-Villalobos, M., & López-Riquelme, G. O. (2022). Evaluaciones de las competencias socioemocionales en el contexto educativo: Una revisión. Revista ConCiencia EPG, 7(1), 43-74. https://doi.org/10.32654/ConCienciaEPG/Eds.especial-3

Ferrari, A. (2013). DIGCOMP: A framework for developing and understanding digital competence in Europe. Publications Office. https://doi.org/10.2788/52966

Galindo Domínguez, H., Delgado, N., Campo, L., & Losada, D. (2024). Relationship between teachers’ digital competence and attitudes towards artificial intelligence in education. International Journal of Educational Research, 126, 102381. https://doi.org/10.1016/j.ijer.2024.102381

García Peñalvo, F. J. (2023). La percepción de la Inteligencia Artificial en contextos educativos tras el lanzamiento de ChatGPT: Disrupción o pánico. Education in the Knowledge Society, 24, e31279. https://doi.org/10.14201/eks.31279

Giannakos, M., Azevedo, R., Brusilovsky, P., Cukurova, M., Dimitriadis, Y., Hernandez-Leo, D., Järvelä, S., Mavrikis, M., & Rienties, B. (2025). The promise and challenges of generative AI in education. Behaviour & Information Technology, 44(11), 2518-2544. https://doi.org/10.1080/0144929X.2024.2394886

Kong, S.-C., & Yang, Y. (2024). A Human-Centered Learning and Teaching Framework Using Generative Artificial Intelligence for Self-Regulated Learning Development Through Domain Knowledge Learning in K–12 Settings. IEEE Transactions on Learning Technologies, 17, 1562-1573. https://doi.org/10.1109/TLT.2024.3392830

León Ortiz, L., Loja Sari, J., Llanos Bravo, A., & Arteaga-Cedeño, W. L. (2025). Evaluación formativa y metodologías activas. ALCON, 5(5), 45-60. https://doi.org/https://doi.org/10.62305/alcon.v5i5.813

López-Vasco, F. E., Angulo-Álvarez, M. R., & Sosa-Zúñiga, D. I. (2025). Formación Docente en IA Generativa: Impacto Ético y Retos en Educación Superior. Alteridad, 20(2), 166-177. https://doi.org/10.17163/alt.v20n2.2025.01

Moncada, G. A., Pozo, D. L., Maldonado, C. A., & Arteaga-Cedeño, W. L. (2025). Impacto del uso de ChatGPT en el bienestar y compromiso laboral del profesorado de enseñanza no universitaria. ALCON, 5(5), 433-454. https://doi.org/10.62305/alcon.v5i5.891

Mosquera Gende, I., & Canut Delgado, L. (2025). Percepción docente sobre el uso de la Inteligencia Artificial en el contexto educativo. EDUCA, 5(2), 1-22. https://doi.org/10.55040/86gnwm87

OECD. (2023). OECD Digital Education Outlook 2023: OECD Publishing. https://doi.org/10.1787/c74f03de-en

Parrales, J. R., Ortega-Cervantes, E. A., Chilán, K. M., & Arteaga-Cedeño, W. L. (2026). Innovación Educativa como Estrategia para la Inclusión Socioeconómica. Scripta Mundi, 5(1), 96-115. https://doi.org/10.53591/7gna3y55

Peng, R., Razak, R. A., & Halili, S. H. (2024). Exploring the role of attitudes, self-efficacy, and digital competence. Heliyon, 10(13), e34234. https://doi.org/10.1016/j.heliyon.2024.e34234

Pimentel, H. E. G., Chacón, A. M., & Pimentel, C. E. G. (2025). Competencias digitales del profesorado en tiempos de inteligencia artificial. https://doi.org/10.70625/rlce/242

Reimers, F., & Schleicher, A. (2020). A framework to guide an education response to the COVID-19 Pandemic. OECD. https://doi.org/10.1787/6ae21003-en

Rivera Campos, A. C. (2025). Competencias socioemocionales en docentes: Una revisión sistemática. Revista InveCom, 5(3), 1–11. https://doi.org/https://doi.org/10.5281/zenodo.14642456

Rodríguez Gutiérrez, K. G., Rodriguez Gutiérrez, K. S., Márquez Toala, A. L., & Arteaga-Cedeño, W. L. (2025). Inteligencia Artificial como recurso innovador. 593 Digital Publisher CEIT, 10(6), 910-926. https://doi.org/10.33386/593dp.2025.6.3688

Rondon-Morel, R. O., Pacotaipe-Delacruz, R., Alarcón-Nuñez, E. A., & Yepez-Salvatierra, P. N. (2024). El Impacto de la Inteligencia Artificial en la Formación Docente. Revista Docentes 2.0, 17(2), 368-375. https://doi.org/10.37843/rted.v17i2.566

Sa’diyah, H., & Prasetiyo, W. H. (2023). Digital Native Teacher vs Digital Immigrant Teacher: En Proceedings… (pp. 902-916). Atlantis Press. https://doi.org/10.2991/978-2-38476-086-2_77

Shulman, L. (2005). Signature pedagogies in the professions. Daedalus, 134(3), 52-59. https://doi.org/10.1162/0011526054622015

UNESCO. (2021). AI and education: Guidance for policy-makers. UNESCO. https://doi.org/10.54675/PCSP7350

UNESCO. (2023). Guidance for generative AI in education and research. UNESCO. https://doi.org/10.54675/EWZM9535

Valenzuela Santoyo, A. D. C., Reynoso González, O. U., & Portillo Peñuelas, S. A. (2023). Competencia autopercibida docente y enfoques de enseñanza en educación primaria. IE Revista de Investigación Educativa, 14, e1591. https://doi.org/10.33010/ie_rie_rediech.v14i0.1591

Zawacki Richter, O., Marín, V., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education. International Journal of Educational Technology in Higher Education, 16(1), 39. https://doi.org/10.1186/s41239-019-0171-0