De la adopción a la reflexión

The rise of Generative Artificial Intelligence (GAI) is transforming reading, writing, and learning practices in higher education, which presents ethical challenges related to authorship, transparency, and critical digital literacy. In the field of initial teacher education, it is necessary to move beyond an instrumental use of these technologies and promote ethical and pedagogical reflection on their implications. This study examines the evolution of the ethical and reflective use of GAI among prospective Primary Education teachers by comparing perceptions, practices, and levels of critical awareness between first- and third-year students enrolled in a Primary Education degree program. Using a mixed-methods and comparative design, the responses of 486 students were analyzed through transparency protocols based on Cassany’s (2024) ethical model, which includes 5 dimensions: acknowledgment of GAI use, purposes of use, prompt formulation, verification of results, and critical reflection. Quantitative and qualitative findings reveal significant differences between both educational levels. While first-year students show a predominantly instrumental approach focused on textual correction and reformulation, third-year students demonstrate greater ethical and metacognitive maturity, with more diversified uses, increased verification of information, and more elaborate critical reflections. The findings suggest that critical digital competence develops progressively throughout university education and that the early introduction of ethical protocols may foster this process.