Cabellos Beatriz, de Aldama Carlos, Pozo Juan-Ignacio
Department of Psychology, Faculty of Health Sciences of King Juan Carlos University, Alcorcón, Spain.
Division of Psychology of Higher Education Center Cardenal Cisneros, Madrid, Spain.
Front Psychol. 2024 Dec 17;15:1468900. doi: 10.3389/fpsyg.2024.1468900. eCollection 2024.
The growing presence of generative artificial intelligence (GenAI) in our society, particularly in the educational field, is undeniable. This fact has led to various studies on its implications for learning and teaching. However, as with other technological resources, these implications will depend on how teachers use GenAI. Therefore, it is essential to identify teachers' beliefs regarding the use of GenAI for teaching and learning.
To this end, a questionnaire was designed and completed by 321 university teachers. This questionnaire consisted of two parts. The first included questions about the participants' demographic information and a Likert scale on teachers' pedagogical beliefs. The second part consisted of a 32-item Likert scale that evaluated teachers' beliefs about the impact of GenAI on their students' learning and their own teaching. These aspects were reflected through items that considered GenAI as either an educational opportunity or a threat.
The results showed that, of all the variables analyzed, only pedagogical beliefs and the frequency of previous GenAI use influenced beliefs about GenAI usage. Specifically, teachers with constructivist beliefs saw greater potential in GenAI compared to others. Similarly, teachers who regularly used these technologies had more positive beliefs about their educational use than those who used them sporadically or not at all. Lastly, it was also observed that while teachers valued the positive effects of GenAI on their teaching work, they also considered that its use could be detrimental to the learning processes of their students, making them more superficial.
These findings underline the importance of providing teachers with training focused on constructive approaches that enable them to maximize the potential of GenAI in education. In particular, it is crucial to promote teaching practices that, through student-centered GenAI use, foster active and reflective processes in students, aligned with the competencies demanded by today's society.
生成式人工智能（GenAI）在我们的社会中日益普及，尤其是在教育领域，这是不可否认的事实。这一事实引发了关于其对学习和教学影响的各种研究。然而，与其他技术资源一样，这些影响将取决于教师如何使用GenAI。因此，确定教师对在教学中使用GenAI的看法至关重要。
为此，设计了一份问卷并由321名大学教师完成。该问卷由两部分组成。第一部分包括关于参与者人口统计信息的问题以及一个关于教师教学信念的李克特量表。第二部分由一个32项的李克特量表组成，该量表评估了教师对GenAI对学生学习和自身教学影响的看法。这些方面通过将GenAI视为教育机会或威胁的项目得以体现。
结果表明，在所有分析的变量中，只有教学信念和之前使用GenAI的频率影响了对GenAI使用的看法。具体而言，与其他教师相比，持有建构主义信念的教师在GenAI中看到了更大的潜力。同样，经常使用这些技术的教师对其教育用途的看法比偶尔使用或根本不使用的教师更为积极。最后，还观察到，虽然教师重视GenAI对其教学工作的积极影响，但他们也认为其使用可能对学生的学习过程有害，使学习变得更加肤浅。
这些发现强调了为教师提供专注于建设性方法培训的重要性，使他们能够在教育中最大限度地发挥GenAI的潜力。特别是，促进教学实践至关重要，即通过以学生为中心使用GenAI，培养学生积极和反思的过程，使其与当今社会所需的能力相一致。
