La Inteligencia artificial en la formación docente inicial: aceptación y tensiones pedagógicas

Despite the high levels of acceptance and use of Artificial Intelligence among higher education students, there is limited evidence regarding how it relates to self-efficacy, anxiety, and ethical awareness in initial teacher education. In response, this study analyzed the perceptions of first-year preservice teachers at the Centro de Actualización del Magisterio of Durango, Mexico, regarding the use and acceptance of Artificial Intelligence in their academic training, using the Technology Acceptance Model proposed by Zhai et al. (2024). The study was conducted within the positivist paradigm, with a quantitative approach and an exploratory cross-sectional design. A 27-item questionnaire, comprising five dimensions, was administered to 55 students enrolled in the Bachelor’s programs in Primary and Preschool Education. The results revealed a high willingness toward Artificial Intelligence, particularly in the dimensions of Behavioral Intention and Perceived Usefulness, while Anxiety and Self-efficacy showed low and dispersed ratings. Reliability yielded robust coefficients (Cronbach’s alpha = .918; McDonald’s omega = .951). The Friedman test was significant (p < 0.05), and post hoc analysis using the Wilcoxon test confirmed differences in eight dimension pairings, except for Self-efficacy–Perceived Usefulness (p = .145) and Behavioral Intention–Perceived Ease of Use (p = .112). It is concluded that, although acceptance of Artificial Intelligence is high, reservations persist related to anxiety and the need to strengthen digital literacy. The promotion of responsible and ethical pedagogical use throughout professional teacher education is therefore proposed.