ARTIFICIAL INTELLIGENCE IN SCHOOL CLASSROOMS. ANXIETY AND ACADEMIC TENSIONS OF UNIVERSITY PROFESSORS

Abstract

This paper is aimed at understanding the concerns and perspectives of university teachers regarding the arrival of generative artificial intelligence in school classrooms and its impact on the design of learning environments. To this end, an inductive research method has been implemented that allowed establish some patterns and trends, for which a survey was used as a research instrument applying the likert scale, aimed at collecting the views and academic anxieties of the teachers surveyed in relation to the arrival of generative artificial intelligence to the educational sector. The results show that there are several strengths that teachers point out with the use of artificial intelligence in education, such as personalization of learning, promotion of autonomous learning, access to unlimited information, use of predictive patterns, simulation of scenarios, among others. other benefits; However, some disadvantages prevail, such as the difficulty in identifying plagiarism in the delivery of students' assignments, the technological asymmetries associated with the scarce technological endowment that limits in some territories from taking advantage of the opportunities provided by artificial intelligence, the misuse of time, the biases in the algorithms, among other difficulties, which is why greater qualification in this emerging technology for teachers is projected as a need, in addition, the adoption of new teaching bets by teachers that allow them to take advantage of the potential that Generative artificial intelligence can bring students into the design of learning environments and evaluation processes within the framework of artificial intelligence.