Integración de IA y realidad virtual en la formación docente para el desarrollo de la competencia científica

This qualitative research systematizes a formative experience carried out in the General Didactics course, aimed at integrating Artificial Intelligence (AI) and Virtual Reality (VR) tools into initial teacher education and the development of scientific competencies. The study addressed the problem of how to strengthen formative practices through emerging technologies. The main objective was to analyze this experience and identify its impact on future teachers. Techniques such as participant observation, analysis of didactic productions, reflective journals, and teaching narratives in real school contexts were employed. The results, organized into six thematic categories (technological integration, creativity, collaborative work, motivation, critical reflection, and practical application), reveal improvements in didactic planning, technological appropriation, and reflective attitudes. Source triangulation allowed for the validation of findings and the proposal of a replicable model of pedagogical innovation. It is concluded that the critical and creative use of AI and VR enhances meaningful learning, promotes situated teacher training, and strengthens professional identity in teacher education.