Conocimiento, percepción y formación en inteligencia artificial: análisis de moderación en docentes universitarios mexicanos
DOI:
https://doi.org/10.31637/epsir-2026-2178Palavras-chave:
Inteligencia artificial, formación del personal docente, percepción, enseñanza superior, conocimiento tecnológico, actitud docente, educación digital, adopción de tecnologíasResumo
Introducción: La inteligencia artificial (IA) está transformando la educación superior, pero su impacto depende del conocimiento y actitud del profesorado. Este estudio examina si la percepción/actitud hacia la IA (PIA) modera la relación entre la formación docente en IA (FIA) y el conocimiento sobre esta tecnología. Metodología: Se aplicó un enfoque cuantitativo, no experimental, transversal y correlacional-explicativo. Se encuestó a 153 docentes universitarios mediante el cuestionario validado CAPIAG-P, que evalúa tres dimensiones: conocimiento, percepción/actitud y formación. El análisis estadístico incluyó regresión lineal con interacción. Resultados: El modelo explicó el 37,08% de la varianza en el conocimiento. La formación en IA (FIA) mostró un efecto positivo no significativo (β = 0,24, p = 0,501) y la percepción/actitud (PIA), un efecto negativo no significativo (β = -0,29, p = 0,425). La interacción FIA × PIA tampoco fue significativa (β = 0,16, p = 0,150). Discusión: Los resultados sugieren que, aunque la formación en IA podría influir en el conocimiento docente, este efecto no se ve moderado por la actitud. La percepción inicial no potencia ni debilita dicha relación. Conclusiones: Es fundamental impulsar programas de formación técnica en IA para el profesorado, independientemente de sus actitudes previas hacia esta tecnología.
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Direitos de Autor (c) 2025 Alonso Contreras Avila, Myrna Delfina López Noriega, Lorena Zalthen Hernández
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