Uso de ChatGPT en la Planificación Microcurricular: una estrategia  para su mejora continua

Servio Lenin Zatan Carpintero; Mónica Gioconda Asqui Quillupangui; Avello Martínez Raidell; Tatiana Tapia Bastidas

doi:10.56200/mried.v4i12.10835

Authors

Servio Lenin Zatan Carpintero Universidad Bolivariana del Ecuador, Durán Ecuador https://orcid.org/0009-0004-0300-1348
Mónica Gioconda Asqui Quillupangui Universidad Bolivariana del Ecuador, Durán Ecuador
Avello Martínez Raidell Universidad de la Coruña, La Coruña-España https://orcid.org/0000-0001-7200-632X
Tatiana Tapia Bastidas Universidad Bolivariana del Ecuador, Durán Ecuador

DOI:

https://doi.org/10.56200/mried.v4i12.10835

Keywords:

ChatGPT, microcurricular planning, artificial intelligence, teaching, pedagogical innovation

Abstract

Microcurricular planning represents a technical task that demands precise articulation by teachers. The growing administrative burden and increasing demands for contextual adaptation have motivated the integration of artificial intelligence in this domain. This study aimed to analyze the effect of personalized use of ChatGPT as a support tool for the continuous improvement of microcurricular planning. A mixed-methods, applied, and explanatory approach was adopted, using a pre-experimental design with pretest and posttest measurements in a single group. Ten teachers from an educational institution in the city of Machala participated, receiving institutional guidelines for the use of ChatGPT configured according to the national curriculum. A structured survey and an analytical rubric were used to assess teacher perceptions and the technical quality of the lesson plans. The results showed significant improvements across all evaluated dimensions, with notable increases in attention to diversity (+2.0 points) and organizational efficiency (+1.5). Increases in methodological coherence and content contextualization were also observed. It is concluded that guided use of ChatGPT, under pedagogical criteria and with professional support, enhances but does not replace teacher planning, promoting more efficient and reflective practices.

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Author Biographies

Servio Lenin Zatan Carpintero, Universidad Bolivariana del Ecuador, Durán Ecuador

Bachelor in Educational Informatics and teacher at Unidad Educativa Dr. Jose Miguel Garcia Moreno (El Guabo, Ecuador), where he has been working for 5 years.

Mónica Gioconda Asqui Quillupangui, Universidad Bolivariana del Ecuador, Durán Ecuador

English teacher at Unidad Educativa Municipal Milenio Bicentenario (Quito, Ecuador). She has 16 years of experience teaching English at different educational levels, with a strong emphasis on active methodologies, ICT integration, and formative assessment.

Avello Martínez Raidell, Universidad de la Coruña, La Coruña-España

Docente de la Universidad Bolivariana del Ecuador y la Universidad de la Coruña, España

Tatiana Tapia Bastidas, Universidad Bolivariana del Ecuador, Durán Ecuador

Universidad Bolivariana del Ecuador, Durán Ecuador

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