Clinical simulation with artificial intelligence in university training

Educational simulation with artificial intelligence offers potential to strengthen university teacher education; however, its implementation remains limited and there is scarce evidence regarding teachers’ perceptions of its formative use. The objective of this study was to analyze the perceptions of university professors in education programs regarding the use of clinical simulation with artificial intelligence as a training strategy in higher education. A qualitative phenomenological–interpretative study was conducted based on interviews with 43 professors from nine Ecuadorian universities offering education programs. The information was analyzed through thematic analysis with coding and categorization supported by Atlas.ti software version 23. The professors recognized that clinical simulation with artificial intelligence strengthens pedagogical decision-making, classroom management, and teacher reflection. They also pointed out institutional requirements such as technological infrastructure, specialized teacher training, and curricular integration for its implementation. It is concluded that clinical simulation with artificial intelligence strengthens teacher education by integrating theory and practice through simulated pedagogical scenarios, although its effective implementation requires teacher training, technological infrastructure, and curricular integration.