Percepciones de la IA generativa en ELE: retos, oportunidades y necesidades formativas
Número
Sección
Palabras clave:
Inteligencia Artificial Generativa, formación del profesorado, idiomas, chatbots
Publicado
Resumen
Este estudio explora las percepciones del profesorado sobre el uso de la inteligencia artificial (IA) en la enseñanza de ELE y otras lenguas, con el objetivo de identificar retos, oportunidades y necesidades formativas. Se aplicó un cuestionario estructurado a 341 docentes de diversos niveles (primaria, secundaria, bachillerato y educación de adultos) y centros (públicos y concertados) de la región de Toscana (Italia). Los resultados muestran una notable heterogeneidad en el conocimiento sobre IA: un 40 % declara tener limitaciones importantes, mientras que solo un 25 % afirma poseer competencias avanzadas. Aunque la mayoría valora positivamente el potencial pedagógico de la IA, su integración en el aula sigue siendo limitada. Solo un tercio utiliza regularmente herramientas como chatbots o plataformas automatizadas de corrección y traducción, especialmente en secundaria y bachillerato, donde hay mayor disponibilidad tecnológica y menor rigidez normativa. El profesorado expresa un alto interés en formación específica, destacando la importancia del uso ético y responsable de la IA (70 %) y la creación de contenidos personalizados (80 %). Prefieren talleres prácticos, tanto online como presenciales, con especial interés por cursos asíncronos tutorizados, escasamente disponibles en el contexto italiano. Las barreras principales incluyen la falta de capacitación (65 %), limitaciones tecnológicas (45 %) y preocupaciones sobre la privacidad de los datos estudiantiles (40 %). En definitiva, los hallazgos evidencian la necesidad urgente de programas formativos adaptados al contexto docente, que permitan integrar la IA de forma efectiva, ética y pedagógicamente sólida en los procesos de enseñanza-aprendizaje.
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Derechos de autor 2025 Marta Sanz Manzanedo
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