Competencias digitales e inteligencia artificial en el Prácticum: un marco conceptual para la formación de agentes educativos

This article proposes a conceptual framework for the integration of digital and artificial intelligence (AI) competencies within the specific context of the educational practicum. Based on a review of existing competency frameworks and current regulatory guidelines, a model is developed that addresses the differentiated needs of the various stakeholders involved: student teachers, academic supervisors, and professional mentors. The proposed framework articulates competency dimensions tailored to the practicum, establishes developmental progressions, and defines specific training pathways for each role. Finally, implementation strategies are provided, including diagnostic tools, curriculum design approaches, and evaluation methods. The conclusions underscore the need for a comprehensive, contextualized, and ethical approach, ensuring that AI enhances—rather than replaces—the pedagogical and reflective capacities inherent to the practicum as a privileged space for experiential learning and teacher professionalization.