Effects of the Use of Generative Artificial Intelligence on the Development of Teaching Competencies: A Quantitative Study in Higher Education Institutions

Abstract

This study investigates the impact of the use of generative artificial intelligence (AGI) tools on the development of teaching competencies in higher education institutions. Through a quantitative methodology based on surveys applied to 217 professors from Latin American universities, perceptions, levels of use, and relationships between the use of IAG and the development of digital, pedagogical and evaluative competencies were analyzed. The results show a significant positive correlation between the frequent use of IAG and the strengthening of key teaching competencies, especially in the design of interactive activities, personalization of learning and automated feedback. Implications for teacher training and the institutional design of technological integration policies are discussed. In addition, an emerging conceptual framework is proposed to categorize the impact of the IAG on teaching praxis and recommendations are introduced based on comparative scenarios of good institutional practices in Latin America.