Teachers' conceptions about the use of AI in higher education. An intergenerational perspective

Authors

DOI:

https://doi.org/10.31637/epsir-2026-2728

Keywords:

Artificial intelligence, higher education, teachers’ conceptions, intergenerational perspective, technology acceptance, digital self-efficacy, thematic analysis, digital governance

Abstract

Introduction: The use of artificial intelligence (AI) in higher education presents opportunities and challenges that make it necessary to understand how teachers from different generations construct their perceptions of this technology. The objective was to interpret how these conceptions are constructed and transformed from an intergenerational perspective. Methodology: A sequential explanatory mixed-methods design was applied with 55 teachers in the quantitative phase and 12 in the qualitative phase. Data were collected through a technology acceptance questionnaire and semi-structured interviews, which were analyzed using thematic analysis. Results: Quantitative findings revealed high levels of technology acceptance and significant associations between technological proficiency, age, professional experience, and sex. Younger teachers reported greater digital familiarity, whereas older teachers presented more heterogeneous profiles. The qualitative analysis identified four categories: personal and professional factors, pedagogical perceptions, professional uses of AI, and ethical and institutional challenges. Discussions: Teachers’ conceptions are characterized by moderate openness toward AI, accompanied by concerns related to academic integrity, loss of critical thinking, and structural conditions that influence its implementation. Technological self-efficacy and professional trajectory emerge as key modulators. Conclusions: The adoption of AI depends on the interaction between individual and institutional factors.

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Author Biographies

Danny Delgado-Togra, Universidad Técnica Particular de Loja

Ecuadorian professional with a solid academic background and over 12 years of experience in education and research. Specialist in educational technology and innovation, with a distinguished track record in instructional design, development of digital competencies, higher education teaching, and research project management.

He has served as Director of Research, Development, and Innovation at the “Formación” Higher Technological University Institute and as a postgraduate lecturer at the Technological Business University of Guayaquil (UTEG). His experience includes leadership in institutional evaluation processes (CACES), creation of digital resources, implementation of virtual classrooms, and faculty training.

He holds postgraduate degrees in educational technology and educational research, as well as a foundational background in Education Sciences and Computer Science. He has published multiple peer-reviewed articles in international scientific journals (Scielo, Redalyc, DOAJ) on topics related to digital education, pedagogical innovation, and teaching competencies.

His profile is further enhanced by certifications from prestigious institutions such as Cisco, Tecnológico de Monterrey, the National Autonomous University of Mexico (UNAM), and the University of Chile, among others.

Grethy Quezada-Lozano, Universidad Técnica Particular de Loja

Grethy Quezada Lozano holds a Master’s degree in Higher Education from the Catholic University of Guayaquil (2017). She earned a Bachelor’s degree in Education Sciences, majoring in Chemistry and Biology, and a Postgraduate Diploma in Innovative Pedagogies from the Technical University of Loja (UTPL), where she also completed her undergraduate studies.

She currently serves as Coordinator and Lecturer of the Pedagogy of Experimental Sciences (Chemistry and Biology) program at the Faculty of Social Sciences, Education, and Humanities of UTPL.

She is the author of didactic guides related to her academic field, has supervised research projects, and has coordinated initiatives focused on teaching best practices, educational innovation, and community engagement. Additionally, she has actively participated as a speaker at various academic and scientific events.

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Published

2026-04-07

How to Cite

Delgado-Togra, D., & Quezada-Lozano, G. (2026). Teachers’ conceptions about the use of AI in higher education. An intergenerational perspective. European Public & Social Innovation Review, 11, 1–18. https://doi.org/10.31637/epsir-2026-2728

Issue

Vol. 11 (2026)

Section

Cover articles

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Copyright (c) 2026 Danny Delgado-Togra, Grethy Quezada-Lozano

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