Declaración del uso ético de la inteligencia artificial: pautas para investigaciones desarrolladas por personas docentes en formación

The use of generative artificial intelligence poses ethical challenges that demand instruments to ensure transparency in its application. This qualitative study aimed to: (1) adapt guidelines for reporting the use of artificial intelligence in undergraduate theses and evaluate their implications, and (2) analyze the perceptions of 12 pre-service teachers regarding this instrument. The provided written statements and reflections were analyzed and compared with an automated similarity detector. Results indicated that artificial intelligence was primarily used as an assistant to improve writing and spelling. Following this contrast, it is concluded that automated detectors are not infallible and that human rewriting of generated texts is a valid iterative practice. Furthermore, these guidelines were valued positively, being regarded as a necessary instrument that promotes self-criticism and ethical awareness, recognizing the unavoidable need for human judgment. These guidelines constitute a transparency mechanism and a pedagogical tool that foster critical literacy, with the potential to be adapted to other academic contexts.