Percepción de los estudiantes sobre las competencias de los profesores que usan IA

This article places the discussion of teachers who integrate AI within a framework where professional legitimacy depends less on instrumental skills and more on the visible governance of human-AI co-agency. To identify the competencies that sustain this legitimacy from the student perspective, a qualitative study was conducted with narratives from 3,120 students from the University of Guadalajara (Mexico) and the Technical University of Machala (Ecuador). An open-ended question was asked, and content analysis was performed following the Krippendorff criteria. The results show a linkage of four competencies: (1) pedagogical relationship and empowerment (personalization and feedback with explicit criteria and limits); (2) technical-operational mastery (design and auditing of flows with AI, curation, and documentation); (3) knowledge curation and didactic design with AI: clarity and innovation (translation of recent and diverse evidence into understandable sequences and active experiences); and (4) humanization of knowledge and ethical reflection (transparency, non-delegable points, and explainability of decisions). It is concluded that these competencies express the transition from "digital competence" to a governed distributed agency: AI expands capabilities, while pedagogical judgment organizes and guides.