La
incorporación
de
la
inteligencia
artificial
en
los
procesos
educativos
ha
transformado
las
dinámicas
enseñanza
y
aprendizaje
entornos
presenciales
virtuales.
No
obstante,
persisten
interrogantes
sobre
diferencias
el
esta
tecnología
según
modalidad
educativa.
El
objetivo
principal
investigación
fue
comparar
modalidades
estudio
presencial
virtual
entre
estudiantes
universitarios
ecuatorianos.
metodología
utilizó
un
enfoque
cuantitativo
explicativo
para
analizar
variables
observadas
latentes
relacionadas
con
IA.
muestra
incluyó
a
432
diversas
instituciones
educación
superior,
distribuidos
56%
44%
presencial.
Los
análisis
se
realizaron
SPSS
versión
25
AMOS
24,
empleando
Cuestionario
Alfabetización
IA,
que
abarca
dimensiones
afectivas,
conductuales,
cognitivas
éticas.
multivariado
invarianza
factorial,
basado
multigrupo,
mostró
una
excelente
fiabilidad
del
cuestionario
(α=0.960
Ω=0.959),
puntajes
más
altos
virtual.
índices
ajuste
modelo
fueron
altamente
satisfactorios
(X²=2.647,
NFI=0.904,
RFI=0.897,
IFI=TLI=0.934,
CFI=0.938,
RMSEA=0.064).
Se
concluyó
son
equivalentes
uso
artificial,
evidenciado
por
configural,
métrica,
escalar
estricta,
sin
significativas
medias
analizadas.
Estos
hallazgos
destacan
efectividad
ambas
IA
contextos
Artificial
Intelligence
(AI)
is
now
everywhere,
including
in
the
classroom.
Thus,
it
crucial
for
teachers
not
only
to
be
able
use
AI,
but
also
understand
it,
as
they
bear
responsibility
of
teaching
next
generation
with
and
about
AI.
Although
there
have
been
extensive
discussions
importance
digital
skills
knowledge
limited
research
has
focused
on
attitudes,
skills,
AI
literacy
levels
teachers,
within
small
populations
where
English
native
language,
such
Cyprus.
Our
study
addresses
this
gap
by
adapting
General
Attitudes
Towards
Scale
(GAAIS)
Literacy
(AILS)
into
Greek
investigating
attitudes
towards
literacy,
intentions
teach
among
The
versions
GAAIS
AILS
validated,
demonstrating
good
validity
reliability.
findings
indicate
that
Cypriot
generally
possess
intermediate
maintain
neutral
exhibit
literacy.
Moreover,
we
discovered
significant
positive
correlations
between
teachers'
their
IGI Global eBooks,
Год журнала:
2025,
Номер
unknown, С. 135 - 168
Опубликована: Апрель 9, 2025
This
multiple
case
study
analyses
the
perceptions
and
attitudes
of
students
from
Duques
de
Soria
Campus
at
University
Valladolid
regarding
use
artificial
intelligence
(AI)
tools
in
education.
A
total
25
Early
Childhood
Education
program
53
Primary
were
evaluated.
Using
a
mixed-methods
approach,
two
dimensions
Digital
Competence
Framework
for
Citizens
(DigComp
2.2)
explored:
competence
1.2,
focused
on
critical
evaluation
data,
competences
3.3
5.3,
related
to
copyright
creative
technology.
The
results
show
that
evaluate
information
more
critically,
while
view
AI
as
resource.
highlights
importance
training
digital
skills
ethical
responsible
AI,
suggesting
curriculum
improvements
future
research
directions.
IGI Global eBooks,
Год журнала:
2025,
Номер
unknown, С. 181 - 212
Опубликована: Апрель 17, 2025
The
rapid
advancement
of
artificial
intelligence
(AI)
has
forced
the
reassessment
how
individuals
are
prepared
for
an
AI-integrated
future
and
what
is
needed
to
reshape
education,
work,
digital
interaction.
In
this
chapter
authors
studied
explored
need
a
collaborative
approach
between
educational
institutions
industry
bridge
gap
academic
training
workplace
demands.
This
research
study
highlights
importance
critical
thinking,
practical
application,
confidence
building
in
AI-enhanced
environments
addition
tool-specific
training.
analysis
structured
around
three
core
areas:
(a)
Academic
Integration
–
incorporation
AI
skills
across
university
curricula;
(b)
Industry
Requirements
role
businesses
shaping
curriculum
through
real-world
insights;
(c)
Collaborative
Frameworks
development
industry-education
partnerships
that
foster
integrated
learning
opportunities.
Frontiers in Communication,
Год журнала:
2024,
Номер
9
Опубликована: Окт. 16, 2024
Artificial
intelligence
(AI)
literacy
is
a
crucial
aspect
of
media
and
information
(MIL),
regarded
not
only
as
human
right
but
also
fundamental
requirement
for
societal
advancement
stability.
This
study
aimed
to
provide
comprehensive,
cross-border
perspective
on
AI
levels
by
surveying
1,800
university
students
from
four
Asian
African
nations.
The
findings
revealed
significant
disparities
in
based
nationality,
scientific
specialization,
academic
degrees,
while
age
gender
did
show
notable
impacts.
Malaysian
participants
scored
significantly
higher
the
scale
than
individuals
other
countries.
results
indicated
that
various
demographic
factors
influenced
respondents’
perceptions
their
inclination
utilize
it.
Nationality
degree
were
identified
most
influential
factors,
followed
with
exerting
lesser
influence.
highlights
necessity
focusing
research
efforts
detailed
dimensions
examining
effects
previously
untested
intervening
variables.
Additionally,
it
advocates
assessing
across
different
segments
developing
appropriate
measurements.
