IA educativa y formación de agentes de cambio inclusivo en  estudiantes de Pedagogía SEA-UV

Sajid Demian Lonngi Reyna; Susana García Aguilar; Jeysira Jacqueline Dorantes Carrión

doi:10.56200/mentor.v5i5.13497

Authors

Sajid Demian Lonngi Reyna Universidad Veracruzana, Sistema de Enseñanza Abierta Pedagogía. Xalapa-México https://orcid.org/0000-0001-8625-536X
Susana García Aguilar Universidad Veracruzana, Sistema de Enseñanza Abierta Pedagogía. Xalapa-México https://orcid.org/0000-0002-3694-5052
Jeysira Jacqueline Dorantes Carrión Universidad Veracruzana, Sistema de Enseñanza Abierta Pedagogía. Xalapa-México

DOI:

https://doi.org/10.56200/mentor.v5i5.13497

Keywords:

inclusive education, educational artificial intelligence, teacher education, Barriers to Learning and Participation, educational change agent

Abstract

Initial preparation of education professionals requires learning experiences that connect inclusion, the analysis of Barriers to Learning and Participation (BLP), and the critical use of artificial intelligence (AI), particularly in open-learning settings. This study analyzed observed results in dimensions related to the competence of acting as an inclusive educational change agent among Pedagogy students in the Open Education System at Universidad Veracruzana. A mixed-methods study with quantitative predominance and descriptive scope was conducted with a group of 40 students; participation varied across activities and items. Diagnostic and final Wooclap activities, open-ended responses, and 16 Complex Performance Evidence products assessed with an analytic rubric were analyzed. In the final evaluation, 10 of 22 students perceived themselves as quite prepared, 9 as moderately prepared, and 3 as very prepared to design inclusive projects using APRA. The Complex Performance Evidence products obtained a mean score of 19.31/20 (SD = 0.87), and Shambala was identified as the most useful AI tool by 16 of 24 participants. Final responses included references to belonging, rights, context, and ethics. The findings provide situated evidence on dimensions related to inclusive professional preparation, without supporting causal attribution or estimates of individual change.

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Author Biographies

Sajid Demian Lonngi Reyna , Universidad Veracruzana, Sistema de Enseñanza Abierta Pedagogía. Xalapa-México

Universidad Veracruzana, Sistema de Enseñanza Abierta Pedagogía. Xalapa-México

Susana García Aguilar , Universidad Veracruzana, Sistema de Enseñanza Abierta Pedagogía. Xalapa-México

Dr. Susana García Aguilar holds a bachelor’s degree in Pedagogy from Universidad Veracruzana, a master’s degree in Educational Psychology, and a doctorate in Education. She is a full-time faculty member and holds the rank of Professor “C” in the Pedagogy Program of the Open Education System at Universidad Veracruzana. She has been awarded PRODEP Preferred Faculty Profile status and Level VI recognition in the Academic Staff Performance Incentive Program. She is a member of the UV-CA-542 Academic Group, Emerging Educational Processes, and leads the research project Structural and Cultural Barriers in Inclusive Education. Since 2020, she has coordinated the Department of Educational Guidance at the Open Education System and has participated in international Collaborative Online International Learning (COIL) projects with institutions in Argentina, Brazil, Costa Rica, and Colombia. Her academic work focuses primarily on inclusive education, educational guidance, tutoring, pedagogical innovation, and the use of technology in educational processes.

Jeysira Jacqueline Dorantes Carrión , Universidad Veracruzana, Sistema de Enseñanza Abierta Pedagogía. Xalapa-México

Dr. Jeysira Jacqueline Dorantes Carrión holds a bachelor’s degree in Pedagogy and a master’s degree in Education from Universidad Veracruzana, as well as a PhD in Pedagogy from the National Autonomous University of Mexico. She is a full-time faculty member and holds the rank of Professor “C” in the Pedagogy Program of the Open Education System at Universidad Veracruzana. She also teaches in the Doctoral Program in Innovation in Higher Education. She is a Level II member of Mexico’s National System of Researchers, holds PRODEP Preferred Faculty Profile status, and has achieved Level VI in the Academic Staff Performance Incentive Program. She coordinates the UV-CA-542 Academic Group, Emerging Educational Processes, and is a member of the Mexican Council for Educational Research and RENIRS-CEMERS. Her research focuses on social representations, school and gender-based violence, cyberbullying, and cultures of peace. In 2023, she received the Veracruz State Science and Technology Award in Humanities and Behavioral Sciences.

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