Generative Artificial Intelligence (GAI) tools for instructional planning among university professors

Abstract

This research article presents an analysis of generative artificial intelligence tools for teaching planning among university professors, considering their pedagogical benefits and ethical challenges. The research has a mixed descriptive approach with a non-experimental and cross-sectional design. The research instruments used were a questionnaire with closed questions through a survey, a guide with open questions applied to a focus group, and questions focused on teachers' perceptions of the use of GAI, benefits, limitations, and experiences, to identify at what point in the planning process teachers use GAI, what strategies they employ, and how they manage to integrate AI. The results showed that the integration of GAI into teaching practice is one more action in the teaching process, and teachers have managed to interact with these tools in a self-taught and exploratory manner. It was concluded that there is a lack of institutional support for the use of these technologies, regulations, and ethics committees. In addition to the above, AI has high potential if it is integrated with critical thinking and appropriate pedagogical support.