Integrating AI into Education: Preparation Factors and Teachers' Digital Competencies
The ubiquity of artificial intelligence (AI) in education necessitates enhancing teachers' digital competencies. This review article synthesizes the pivotal factors that influence educators' pursuit of technological literacy. The objective was to identify the drivers and barriers affectin...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Universidad Pedagógica Nacional
2025-07-01
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| Series: | Revista Colombiana de Educación |
| Subjects: | |
| Online Access: | https://revistas.upn.edu.co/index.php/RCE/article/view/20825 |
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| Summary: | The ubiquity of artificial intelligence (AI) in education necessitates enhancing teachers' digital competencies. This review article synthesizes the pivotal factors that influence educators' pursuit of technological literacy. The objective was to identify the drivers and barriers affecting teachers' abilities to integrate technology and AI into their practice. Following the PRISMA methodology, a representative sample of 91 studies was analyzed through thematic analysis, categorizing factors into drivers, barriers, and generic elements across internal and external dimensions. Key drivers include pedagogical approaches highlighting technology value, accessible resources, communities of practice, and self-efficacy. Conversely, inadequate training, technophobia, outdated skills, and negative attitudes have emerged as significant barriers. Some reflections and AI inputs have been proposed to strengthen drivers and address barriers.
This review elucidates pathways for leveraging AI's potential of AI while adhering to pedagogical principles and ethical considerations. It informs educational leaders, policymakers, and researchers striving to empower educators as digitally competent professionals in the AI era.
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| ISSN: | 0120-3916 2323-0134 |