Impacto de la Inteligencia Artificial en la Ética Académica y el Desarrollo de Competencias Docentes

This study analyzed the influence of artificial intelligence (AI) tools on teacher education students, focusing on academic integrity and the development of pedagogical and technological competencies. A quantitative, non-experimental, correlational, cross-sectional design was used. A Likert-type questionnaire was administered to 122 students at BENUFF during the 2024–2025 academic year. The instrument showed excellent internal reliability (α = .983) and strong consistency across dimensions. Findings showed a favorable appraisal of AI’s impact on competencies (technological, innovation, problem solving), personalization, and collaboration, together with ethical concerns and institutional conditions that require strengthening (policies, infrastructure, privacy). Given the instrument’s features, analyses included descriptives, reliability estimates, and an exploratory Spearman correlation between a composite appropriation/impact index and perceived technological competencies. The study concluded that critical digital literacy, clear institutional guidelines, and ethical AI use are essential in initial teacher education. Results provide empirical support for policy design and pedagogical innovation toward an inclusive, responsible, and pedagogically grounded integration of AI in teacher education contexts.