Criteria related to the pedagogical and responsible use of artificial intelligence in university teaching

Alfonso Infante-Moro, Juan Carlos Infante-Moro, Julia Gallardo-Pérez, Basheer Al-haimi

Resumen


Artificial intelligence (AI) has been progressively incorporated into university teaching, offering opportunities to improve learning, but also risks related to dependency, uncritical use, and knowledge obsolescence. This study aims to identify criteria that enable a pedagogical and responsible use of AI in university teaching, so that it acts as a learning support and as a key digital competence for future employability. To this end, the Delphi methodology was applied to a panel of 15 university professors, developing three rounds of consultations that led to consensus on the essential criteria. The results reveal nine categories of recommendations, highlighting ethics, training in critical use, integration into real-life contexts, and the prevention of dishonest practices. And it is concluded that a planned, ethical, and strategic implementation of AI can enhance the development of advanced cognitive skills and better prepare students for digitalized professional environments. 


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Referencias


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DOI: http://dx.doi.org/10.54988/cv.2025.2.1743

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