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Vol. 26 No. 1 (2025)

Investigación

Towards the integration of Artificial Intelligence in university teaching: a proposal for a course for novice professors and student assistants

  • Jorge Enrique Gil Mateos
    • ,
  • Rosa María Massón Cruz
    • ,
  • Lillitsy Rosario Pérez
    • ,
  • Alina Wong Carriera

Jorge Enrique Gil Mateos
Universidad de La Habana

Rosa María Massón Cruz
Universidad de La Habana

Lillitsy Rosario Pérez
Universidad de La Habana

Alina Wong Carriera
Universidad de La Habana

DOI: https://doi.org/10.23878/alternativas.v26i1.464

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Abstract

Initial didactic training for young professors and teaching assistants in higher education faces the challenge of incorporating Artificial Intelligence (AI) as a cross-cutting element of the teaching-learning process. However, in many current programs, AI is absent or addressed peripherally. This article, authored by the teaching team of the Center for Studies for the Improvement of Higher Education (CEPES) at the University of Havana, presents a well-founded proposal for an elective course entitled “Didactics, the Direction of the Teaching-Learning Process and the Impact of Artificial Intelligence”, aimed at novice professors and teaching assistants. The course’s foundations, objectives, thematic plan, methodological guidelines, and bibliography are described, highlighting how AI can enhance each didactic category without distorting it. Excluding AI from pedagogical training generates a relevance gap, encourages uncritical use, and deepens educational inequalities. The proposal seeks to prepare future teachers to critically integrate AI into their practice, consistent with contemporary trends in developmental didactics.

Keywords

university didactics, artificial intelligence in education, initial teacher training, curriculum proposal, educational innovation

Author Biography

Jorge Enrique Gil Mateos

Centro de Estudios para el Perfeccionamiento de la Educación Superior (CEPES)

Rosa María Massón Cruz

Centro de Estudios para el Perfeccionamiento de la Educación Superior (CEPES)

Lillitsy Rosario Pérez

Centro de Estudios para el Perfeccionamiento de la Educación Superior (CEPES)

Alina Wong Carriera

Centro de Estudios para el Perfeccionamiento de la Educación Superior (CEPES)

References

  1. Addine, F., et al. (2004). Didáctica: teoría y práctica. Pueblo y Educación.
  2. Baker, T., & Smith, L. (2019). Educ-AI-tion rebooted? Exploring the future of artificial intelligence in schools and colleges. Nesta Foundation.
  3. Bozkurt, A. (2023). Generative artificial intelligence (AI) and education: A critical perspective on the future of learning and teaching. Asian Journal of Distance Education, 18(1), 1-10.
  4. UNESCO. (2021). Ethics of artificial intelligence. UNESCO Publishing.
  5. Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education, 16(1), Article 39. https://doi.org/10.1186/s41239-019-0171-0

How to Cite

Gil Mateos, J. E., Massón Cruz, R. M., Rosario Pérez, L., & Wong Carriera, A. (2025). Towards the integration of Artificial Intelligence in university teaching: a proposal for a course for novice professors and student assistants. Alternativas, 26(1), 11–20. https://doi.org/10.23878/alternativas.v26i1.464

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This work is licensed under a Creative Commons Attribution 4.0 International License.