Ethical and Reflective Use of Generative Artificial Intelligence in Teacher Education

Analysis of a University Protocol in Language Practices

Abstract

This article presents and analyses a protocol for the ethical and transparent use of Generative Artificial Intelligence (GAI) implemented in the course Didactics of Spanish Language and Literature within the Bachelor’s Degree in Primary Education. Inspired by recent proposals in critical digital literacy, the protocol requires students to explicitly declare whether they have used GAI in their academic work, for what purposes, which prompts were employed, how the outputs were verified, and what reflections they make regarding its influence on the writing process. The study analyses responses from 246 students, collected at the end of the 2024–2025 academic year, with the aim of understanding their perceptions, practices, and levels of critical awareness regarding the use of these tools. Through a mixed-methods approach (quantitative and qualitative), the research examines usage trends, the diversity of declared applications, and the degree of self-regulation and verification. The results identify patterns of GAI appropriation in initial teacher education and contribute to the discussion on the ethical integration of these technologies in language education, promoting a critical and contextualised approach to linguistic education.