Teachers and Artificial Intelligence: uses and training needs in Latin American higher education

Andresa Sartor-Harada; Oscar Ulloa-Guerra

doi:10.1590/1983-3652.2026.61543

Autores/as

Andresa Sartor-Harada Universidad Internacional de La Rioja, La Rioja, Spain https://orcid.org/0000-0003-2045-7502
Oscar Ulloa-Guerra Universidad Internacional de La Rioja, La Rioja, Spain https://orcid.org/0000-0002-9505-7768

DOI:

https://doi.org/10.1590/1983-3652.2026.61543

Palabras clave:

Higher education, Artificial Intelligence, University teaching, Teacher training, Latin America

Resumen

This study explores Latin American university teachers’ perspectives on the pedagogical integration of artificial intelligence (AI), particularly ChatGPT, within higher education contexts. Drawing on a mixed-methods approach, data were collected from 130 participants through a validated survey instrument and follow-up semi-structured interviews. The findings reveal a generally positive attitude toward AI as a pedagogical support tool, particularly for automating routine tasks and generating educational content. However, the study also identifies critical tensions—including epistemic insecurity, ethical concerns, and limited digital pedagogical training—which hinder deeper, reflective use. Participants emphasize the urgent need for professional development opportunities that promote critical algorithmic literacy, and not merely tool proficiency. This research highlights the importance of situating AI integration within ethical, contextualized, and socially responsive frameworks in teacher education. It calls for systemic efforts to rethink teacher training programs so that they empower educators to navigate and critically engage with AI in ways that support equitable and human-centered learning environments.

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Biografía del autor/a

Andresa Sartor-Harada, Universidad Internacional de La Rioja, La Rioja, Spain

Profesora Doctora acreditada con evaluación positiva en los 3 perfiles de ANECA: Profesor Contratado Doctor, Profesor de Universidad Privada y Profesor Ayudante Doctor. Doctora Cum Laude y Posdoctoranda en Educación, Máster en Psicología de la Educación, Licenciada en Pedagogía. Más de 20 años de docencia, experiencia en educación infantil, primaria, secundaria y docencia universitaria. Publicaciones e investigaciones relacionadas con las estrategias de aprendizaje, las competencias docentes y el aprendizaje reflexivo. Autora y coautora en libros y comunicaciones científicas en Brasil, Estados Unidos y España. Participación como conferenciante en actividades internacionales realizadas en Argentina, Uruguay, Colombia, Panamá, Brasil y Angola.

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