Teacher’s Interest and Convenience of Applying Artificial Intelligence in the Teaching-Learning Process

Abstract

This article addresses a very relevant topic in the current educational environment regarding the use of artificial intelligence, better known as AI, in the teaching-learning process in higher education. To this end, the researchers sought to investigate the teachers’ interest in learning how to use it as an educational tool and determine its appropriateness, with the goal of providing strategies for its proper implementation in the training process. This study was carried out through a qualitative approach, cross-sectional non-experimental design, and descriptive scope. The main results demonstrate a willingness and positive attitude among teachers to use artificial intelligence as a support tool. That is to say, there is an open attitude towards change and willingness to employ innovative artificial intelligence technologies that significantly impact the teaching and learning experience. They also highlight the importance of regulating its use and ensuring that students do not lose critical thinking skills. Furthermore, the study reveals that despite the benefits, there is concern among teachers about the use of AI in assessments, as it compromises authentic measurement of student learning to a certain extent.