University teachers’ beliefs about the use of generative artificial intelligence for teaching and learning

Introduction: The growing presence of generative artificial intelligence (GenAI) in our society, particularly in the educational field, is undeniable. This fact has led to various studies on its implications for learning and teaching. However, as with other technological resources, these implication...

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Detalhes bibliográficos
Autores: Cabellos Elipe, Beatriz, Aldama, Carlos de, Pozo Municio, J. Ignacio
Formato: artículo
Fecha de publicación:2024
País:España
Recursos:Universidad Autónoma de Madrid
Repositorio:Biblos-e Archivo. Repositorio Institucional de la UAM
Idioma:inglés
OAI Identifier:oai:repositorio.uam.es:10486/720589
Acesso em linha:http://hdl.handle.net/10486/720589
https://dx.doi.org/10.3389/fpsyg.2024.1468900
Access Level:acceso abierto
Palavra-chave:generative artificial intelligence
teacher beliefs
use of GenAI
pedagogical beliefs
teachers practices
Psicología
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spelling University teachers’ beliefs about the use of generative artificial intelligence for teaching and learningCabellos Elipe, BeatrizAldama, Carlos dePozo Municio, J. Ignaciogenerative artificial intelligenceteacher beliefsuse of GenAIpedagogical beliefsteachers practicesPsicologíaIntroduction: The growing presence of generative artificial intelligence (GenAI) in our society, particularly in the educational field, is undeniable. This fact has led to various studies on its implications for learning and teaching. However, as with other technological resources, these implications will depend on how teachers use GenAI. Therefore, it is essential to identify teachers’ beliefs regarding the use of GenAI for teaching and learning. Methods: To this end, a questionnaire was designed and completed by 321 university teachers. This questionnaire consisted of two parts. The first included questions about the participants’ demographic information and a Likert scale on teachers’ pedagogical beliefs. The second part consisted of a 32-item Likert scale that evaluated teachers’ beliefs about the impact of GenAI on their students’ learning and their own teaching. These aspects were reflected through items that considered GenAI as either an educational opportunity or a threat. Results: The results showed that, of all the variables analyzed, only pedagogical beliefs and the frequency of previous GenAI use influenced beliefs about GenAI usage. Specifically, teachers with constructivist beliefs saw greater potential in GenAI compared to others. Similarly, teachers who regularly used these technologies had more positive beliefs about their educational use than those who used them sporadically or not at all. Lastly, it was also observed that while teachers valued the positive effects of GenAI on their teaching work, they also considered that its use could be detrimental to the learning processes of their students, making them more superficial. Discussion: These findings underline the importance of providing teachers with training focused on constructive approaches that enable them to maximize the potential of GenAI in education. In particular, it is crucial to promote teaching practices that, through student-centered GenAI use, foster active and reflective processes in students, aligned with the competencies demanded by today’s societyThe author(s) declare that financial support was received for the research, authorship, and/or publication of this article. This research was funded by Ministry of Science and Innovation of Spain grant number PID2020-114177RB-I00FrontiersDepartamento de Psicología BásicaFacultad de Psicología20242024-12-17research articlehttp://purl.org/coar/resource_type/c_2df8fbb1VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10486/720589https://dx.doi.org/10.3389/fpsyg.2024.1468900reponame:Biblos-e Archivo. Repositorio Institucional de la UAMinstname:Universidad Autónoma de MadridInglésengopen accesshttp://purl.org/coar/access_right/c_abf2Attribution 4.0 Internationalhttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:repositorio.uam.es:10486/7205892026-06-23T12:46:27Z
dc.title.none.fl_str_mv University teachers’ beliefs about the use of generative artificial intelligence for teaching and learning
title University teachers’ beliefs about the use of generative artificial intelligence for teaching and learning
spellingShingle University teachers’ beliefs about the use of generative artificial intelligence for teaching and learning
Cabellos Elipe, Beatriz
generative artificial intelligence
teacher beliefs
use of GenAI
pedagogical beliefs
teachers practices
Psicología
title_short University teachers’ beliefs about the use of generative artificial intelligence for teaching and learning
title_full University teachers’ beliefs about the use of generative artificial intelligence for teaching and learning
title_fullStr University teachers’ beliefs about the use of generative artificial intelligence for teaching and learning
title_full_unstemmed University teachers’ beliefs about the use of generative artificial intelligence for teaching and learning
title_sort University teachers’ beliefs about the use of generative artificial intelligence for teaching and learning
dc.creator.none.fl_str_mv Cabellos Elipe, Beatriz
Aldama, Carlos de
Pozo Municio, J. Ignacio
author Cabellos Elipe, Beatriz
author_facet Cabellos Elipe, Beatriz
Aldama, Carlos de
Pozo Municio, J. Ignacio
author_role author
author2 Aldama, Carlos de
Pozo Municio, J. Ignacio
author2_role author
author
dc.contributor.none.fl_str_mv Departamento de Psicología Básica
Facultad de Psicología
dc.subject.none.fl_str_mv generative artificial intelligence
teacher beliefs
use of GenAI
pedagogical beliefs
teachers practices
Psicología
topic generative artificial intelligence
teacher beliefs
use of GenAI
pedagogical beliefs
teachers practices
Psicología
description Introduction: The growing presence of generative artificial intelligence (GenAI) in our society, particularly in the educational field, is undeniable. This fact has led to various studies on its implications for learning and teaching. However, as with other technological resources, these implications will depend on how teachers use GenAI. Therefore, it is essential to identify teachers’ beliefs regarding the use of GenAI for teaching and learning. Methods: To this end, a questionnaire was designed and completed by 321 university teachers. This questionnaire consisted of two parts. The first included questions about the participants’ demographic information and a Likert scale on teachers’ pedagogical beliefs. The second part consisted of a 32-item Likert scale that evaluated teachers’ beliefs about the impact of GenAI on their students’ learning and their own teaching. These aspects were reflected through items that considered GenAI as either an educational opportunity or a threat. Results: The results showed that, of all the variables analyzed, only pedagogical beliefs and the frequency of previous GenAI use influenced beliefs about GenAI usage. Specifically, teachers with constructivist beliefs saw greater potential in GenAI compared to others. Similarly, teachers who regularly used these technologies had more positive beliefs about their educational use than those who used them sporadically or not at all. Lastly, it was also observed that while teachers valued the positive effects of GenAI on their teaching work, they also considered that its use could be detrimental to the learning processes of their students, making them more superficial. Discussion: These findings underline the importance of providing teachers with training focused on constructive approaches that enable them to maximize the potential of GenAI in education. In particular, it is crucial to promote teaching practices that, through student-centered GenAI use, foster active and reflective processes in students, aligned with the competencies demanded by today’s society
publishDate 2024
dc.date.none.fl_str_mv 2024
2024-12-17
dc.type.none.fl_str_mv research article
http://purl.org/coar/resource_type/c_2df8fbb1
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10486/720589
https://dx.doi.org/10.3389/fpsyg.2024.1468900
url http://hdl.handle.net/10486/720589
https://dx.doi.org/10.3389/fpsyg.2024.1468900
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution 4.0 International
http://creativecommons.org/licenses/by/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution 4.0 International
http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Frontiers
publisher.none.fl_str_mv Frontiers
dc.source.none.fl_str_mv reponame:Biblos-e Archivo. Repositorio Institucional de la UAM
instname:Universidad Autónoma de Madrid
instname_str Universidad Autónoma de Madrid
reponame_str Biblos-e Archivo. Repositorio Institucional de la UAM
collection Biblos-e Archivo. Repositorio Institucional de la UAM
repository.name.fl_str_mv
repository.mail.fl_str_mv
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