Competencia digital docente en la era de la inteligencia artificial

This study examines the level of technological, pedagogical, disciplinary, and ethical competencies associated with the educational use of artificial intelligence (AI) among pre-service teachers, based on the Intelligent-TPACK model. Using a quantitative descriptive-correlational design, the Intelligent-TPACK scale was administered to a sample of 654 pre-service teachers enrolled in Chilean universities. The results reveal an asymmetrical competency profile: the technological (I-TK) and disciplinary (I-TCK) dimensions show higher levels of self-perceived competence, whereas pedagogical integration (I-TPACK) and the ethical dimension (ETHICS) display lower scores and greater variability. Correlations among dimensions were positive and moderate to high, consistent with the integrative nature of the model, although further examination of discriminant validity is suggested for future research. No substantial associations were found with age, and gender differences were statistically significant but showed small effect sizes. Differences were also observed across academic year and interpreted as cross-sectional associations rather than evidence of educational progression. The findings suggest a tendency toward a technocentric appropriation of AI in initial teacher education. This highlights the need to strengthen pedagogical integration and ethical reflection, as well as to incorporate approaches to algorithmic governance and informed decision-making into teacher education curricula. This study provides empirical evidence from the Latin America context to the international debate on teacher competence in AI.