A Diagnostic Study on the use of Generative Artificial Intelligence by Teachers at Armando Mestre Martínez Technical School
Keywords:
technical and vocational education, generative artificial intelligence, teacher developmentAbstract
Introduction: Generative artificial intelligence constitutes one of the emerging technologies with high potential to transform lesson planning in Technical and Vocational Education and Training. However, the current state of its use by teachers is unknown.
Objective: To assess the current state of the use of generative artificial intelligence among teachers at the Construction Polytechnic Institute to integrate it into their planning practice.
Methods: A descriptive study with a mixed approach that combined quantitative and qualitative methods. The research was conducted taking a sample of teachers from the "Armando Mestre Martinez" Construction Polytechnic Institute in the province of Camagüey, using methodological triangulation through questionnaires, supervision, and documentary review.
Results: Gaps were identified in knowledge about generative artificial intelligence, with a predominance of limited conceptions regarding its nature and pedagogical applications. Instrumental mastery showed limited experience for its effective integration in polytechnic, while the attitudinal dimension revealed conflicting perceptions ranging from lack of awareness to recognition of its transformative potential.
Conclusions: There is a significant gap between the potential of generative artificial intelligence and its utilization in lesson planning. The assessment highlights the need to design contextualized training strategies to overcome the identified conceptual, instrumental, and attitudinal limitations.
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