Actitudes y capacidades investigativas frente a la inteligencia artificial: Desafíos de los docentes universitarios

This research investigated the prevalence and transformative capacity of Artificial Intelligence (AI) within the educational sphere, addressing both the challenges and opportunities it presents. The rapid evolution of AI necessitates continuous professional development for educators to acquire essential research and technological competencies. The study aimed to analyze the scientific evidence regarding university faculty members' attitudes and research competencies in response to the challenges posed by AI. A comprehensive literature review was conducted, primarily focusing on the Scopus database. The findings indicated that educators' attitudes toward AI varied significantly based on their level of training in digital platforms. While many acknowledged AI's potential, they also expressed resistance, largely attributed to insufficient training and concerns that AI might diminish personal interaction in the educational process. In conclusion, AI is a versatile tool capable of facilitating the automation and optimization of educational practices. It is imperative to develop policies that effectively integrate AI into academic practice, thereby ensuring educators are adequately prepared to navigate the challenges of the digital society and promote sound research practices.