Resumen
La incorporación de la inteligencia artificial (IA) en la educación ha incrementado la necesidad de fortalecer la capacitación docente para garantizar una integración pedagógica efectiva. Este estudio tuvo como objetivo analizar la evidencia científica reciente sobre la formación del profesorado en IA y su contribución a la calidad educativa. Se realizó una revisión sistemática cualitativa siguiendo las directrices PRISMA, considerando veinte estudios indexados en Scopus publicados entre 2023 y 2025. Los resultados evidencian que la alfabetización en IA, el desarrollo profesional continuo y las estrategias de formación activa constituyen los principales ejes de la capacitación docente. Asimismo, la evidencia destaca que la IA favorece la personalización del aprendizaje, la inclusión y la innovación pedagógica cuando se implementa bajo principios éticos y fundamentos didácticos. Se concluye que la formación docente representa el factor clave para una integración responsable y sostenible de la inteligencia artificial orientada al fortalecimiento de la calidad educativa.
Citas
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[2] D. A. Schön, The Reflective Practitioner: How Professionals Think in Action. New York, NY, USA: Basic Books, 1983.
[3] A. Brandão, L. Pedro, and N. Zagalo, “Teacher professional development for a future with generative artificial intelligence: An integrative literature review,” Digital Education Review, vol. 45, pp. 151–157, 2024, doi: 10.1344/der.2024.45.151-157.
[4] X. Tan, G. Cheng, and M. H. Ling, “Artificial intelligence in teaching and teacher professional development: A systematic review,” Computers and Education: Artificial Intelligence, vol. 8, Art. no. 100355, 2025, doi: 10.1016/j.caeai.2024.100355.
[5] S. Dogan, U. Y. Nalbantoglu, I. Celik, and N. Agacli Dogan, “Artificial intelligence professional development: A systematic review of TPACK, designs, and effects for teacher learning,” Professional Development in Education, 2025, doi: 10.1080/19415257.2025.2454457.
[6] J. Garzón, E. Patiño, and C. Marulanda, “Systematic review of artificial intelligence in education: Trends, benefits, and challenges,” Multimodal Technologies and Interaction, vol. 9, no. 8, Art. no. 84, 2025, doi: 10.3390/mti9080084.
[7] G. Erdem Coşgun, “Artificial intelligence literacy in assessment: Empowering pre-service teachers to design effective exam questions for language learning,” British Educational Research Journal, vol. 51, pp. 2340–2357, 2025, doi: 10.1002/berj.4177.
[8] A.-C. E. Ding, L. Shi, H. Yang, and I. Choi, “Enhancing teacher AI literacy and integration through different types of cases in teacher professional development,” Computers and Education Open, vol. 5, Art. no. 100178, 2024, doi: 10.1016/j.caeo.2024.100178.
[9] L. Kohnke, D. Zou, A. W. Ou, and M. M. Gu, “Preparing future educators for AI-enhanced classrooms: Insights into AI literacy and integration,” Computers and Education: Artificial Intelligence, vol. 6, Art. no. 100398, 2025, doi: 10.1016/j.caeai.2025.100398.
[10] B. Pei, J. Lu, and X. Jing, “Empowering preservice teachers’ AI literacy: Current understanding, influential factors, and strategies for improvement,” Computers and Education: Artificial Intelligence, vol. 6, Art. no. 100406, 2025, doi: 10.1016/j.caeai.2025.100406.
[11] L. Guan, Y. Zhang, and M. M. Gu, “Pre-service teachers’ preparedness for AI-integrated education: An investigation from perceptions, capabilities, and teachers’ identity changes,” Computers and Education: Artificial Intelligence, vol. 6, Art. no. 100341, 2025, doi: 10.1016/j.caeai.2024.100341.
[12] J. Laru, I. Celik, I. Jokela, and K. Mäkitalo, “The antecedents of pre-service teachers’ AI literacy: Perceptions about own AI-driven applications, attitude towards AI and knowledge in machine learning,” European Journal of Teacher Education, 2025, doi: 10.1080/02619768.2025.2535623.
[13] Z. Li, C. Wang, and C. J. Bonk, “Generative AI for teachers’ self-directed professional development: A mixed-methods study,” TechTrends, 2025, doi: 10.1007/s11528-025-01123-8.
[14] M. Lucas, P. Bem-haja, Y. Zhang, C. Llorente-Cejudo, and A. Palacios-Rodríguez, “A comparative analysis of pre-service teachers’ readiness for AI integration,” Computers and Education: Artificial Intelligence, vol. 6, Art. no. 100396, 2025, doi: 10.1016/j.caeai.2025.100396.
[15] B. L. Moorhouse, Y. Wan, C. Wu, L. Kohnke, and T. Y. Ho, “Developing language teachers’ professional generative AI competence: An intervention study in an initial language teacher education course,” System, vol. 122, Art. no. 103399, 2024, doi: 10.1016/j.system.2024.103399.
[16] H. Galindo-Domínguez, N. Delgado, D. Losada, and J.-M. Etxabe, “An analysis of the use of artificial intelligence in education in Spain: The in-service teacher’s perspective,” Journal of Digital Learning in Teacher Education, 2024, doi: 10.1080/21532974.2023.2284726.
[17] X. Han, “Improving pre-service teachers’ AI competencies: A quasi-experimental study,” Frontiers in Psychology, 2025, doi: 10.3389/fpsyg.2025.1642465.
[18] U. J. Ofem et al., “Teachers’ preparedness for the utilization of artificial intelligence in classroom assessment,” Frontiers in Education, 2025, doi: 10.3389/feduc.2025.1568306.
[19] C. N. Prilop et al., “Generative AI in teacher education: Educators’ perceptions of transformative potentials and the triadic nature of AI literacy explored through AI-enhanced methods,” Computers and Education: Artificial Intelligence, 2025, doi: 10.1016/j.caeai.2025.100471.
[20] Y. Lan, “Through tensions to identity-based motivations: Exploring teacher professional identity in artificial intelligence-enhanced teacher training,” Teaching and Teacher Education, vol. 137, Art. no. 104736, 2024, doi: 10.1016/j.tate.2024.104736.
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