García Cuevas, Juan Pablo (2025). From Technical to Pedagogical: Comprehensive Teacher Training in University AI Education. 2025 – Company Games & Business Simulation Academic Journal, 5(1). https://doi.org/10.54988/cg.2025.1.1702
The incorporation of artificial intelligence in higher education is driving a profound shift in how teaching and learning take place. However, as shown in García Cuevas (2025), the real impact of AI does not depend solely on the available technology, but on the type of training that educators receive.
The study, of a qualitative nature, analyzes a training experience specifically designed for university faculty. This training did not focus only on the technical use of artificial intelligence tools, but also on key pedagogical aspects such as instructional design, collaboration among teachers, and critical reflection on the use of technology.
One of the most relevant findings of the study is the change in perception experienced by teachers after participating in this type of training. Initially, many educators viewed artificial intelligence as a punctual tool, useful for specific tasks. However, after the training experience, they began to integrate it as a collaborative pedagogical agent, capable of supporting processes such as feedback, personalized learning, and ongoing professional development.
This conceptual shift is particularly relevant in the current context, where students already use artificial intelligence on a regular basis to access information and develop projects. In this scenario, teacher adaptation becomes a strategic element to maintain educational quality and foster critical thinking among students.
The study also highlights that comprehensive AI training not only improves technical skills, but also transforms pedagogical attitudes and practices. Artificial intelligence ceases to be perceived as an external tool and becomes part of a new educational ecology, in which teachers and technology work in a complementary way.
In conclusion, the article shows that the key is not merely introducing artificial intelligence into education, but training teachers to integrate it in a pedagogical, critical, and strategic way. This approach enables AI to truly enhance teaching and learning processes, rather than becoming an isolated or superficial resource.