Protocol: Impact of Generative Artificial Intelligence on Cognitive Development of Pre-service Teachers: A Scoping Review

This protocol outlines a scoping review aimed at mapping the existing scientific evidence regarding the use of Generative Artificial Intelligence by pre-service teachers and its impact on cognitive development. The analysis focuses specifically on the development of core academic competencies: critical reading, academic writing, and critical thinking. Following the PRISMA-ScR methodological framework, the study seeks to identify key concepts, types of evidence, and research gaps in the context of higher education to inform future pedagogical strategies.