The current international landscape shows that the most common alternative for the continuity of formative learning processes during the coronavirus pandemic has been the use the of e-learning to support children’s learning in environments outside of school. This forced change in teaching methods has consolidated the recognition that the digital skills of teachers are a relevant factor for the sustainability of education, both during the pandemic and in a future post-pandemic period or in other emergencies. In this sense, the objective of this study carried out between May and September 2020 was to determine the perceptions of 427 teachers from 15 countries about their digital competences in working with m-learning in primary education using a Montessori approach. The results of the questionnaire showed that teachers perceive their digital competences as inert and not very effective for innovation compared with the subsistence of traditional pedagogical practices, to deal with unpredictable situations or to generate differentiated adaptations for an inclusive education. The results of this study also serve as empirical support for establishing four training dimensions that can be considered priorities for the construction and implementation of a teacher training model that contributes to the sustainable development of education.

Este estudio analiza la percepción de los profesores respecto al desarrollo de competencias a partir de proyectos de el aprendizaje de servicio (ApS). ApS es una metodología activa en la que se combina aprendizaje académico y formación para la ciudadanía y la responsabilidad social. A pesar de que el enfoque de los proyectos suele estar en el aprendizaje de los alumnos, las experiencias en ApS permiten una construcción global y holística del conocimiento. Esta investigación, fundamentada en un paradigma mixto, ha aplicado un cuestionario semi-estructurado a 34 profesores de España, Portugal y diferentes países de América Latina que han participado en proyectos de ApS. Los resultados evidencian una percepción positiva de los docentes respecto a la adquisición de competencias relacionadas con el ApS. Sin embargo, el estudio advierte de la necesidad de formación específica para esta metodología en concreto.

Com o objetivo de medir o desenvolvimento do aprendizado reflexivo impulsionado pela avaliação de portfólios na Educação a Distância (EAD), partiu-se de uma pesquisa que trata das variáveis que influenciam os processos reflexivos, levando em consideração a diversidade, estudos prévios e as diferentes nacionalidades dos participantes. O estudo demonstrou as possibilidades da avaliação com portfólio como ferramenta para a formação de professores, tanto como registros dos resultados quanto para promoção da reflexão sobre a prática e possíveis melhorias nos processos de aprendizagem. As análises estatísticas e descritivas concluem que tanto a modalidade a distância quanto o uso do portfólio cooperam em processos reflexivos dos professores em formação, sustentados também pela interculturalidade.

The United Nations Educational, Scientific, and Cultural Organization (UNESCO) highlights the relevance of using information and communications technology (ICT) in education for improving the quality of education. To achieve this goal, it is necessary to extend research on digital competences in education. To advance the development of digital competencies it is necessary to take account of how teachers perceive these. In addition, systematic reviews of the literature on ICT and education show an imbalance regarding the amount of research from Africa compared to other regions of the world. In this sense, the objective of this study carried out between March 2019 and April 2020 was to analyse the perceptions of primary school teachers from 8 African countries about their digital competences. The teachers were master’s students in teacher training on virtual platforms. A mixed methodological perspective (quantitative-qualitative) was adopted and a questionnaire with closed and open-ended questions was applied. The quantitative and qualitative analyses show that the teachers recognised their digital competence at all 3 levels. The needs highlighted by teachers were in developing their knowledge of how to create content with the support of technology. However, the available resources, which differed in the participants’ work contexts and did not enable the equal use of ICT in all African countries, was an important issue highlighted by the participants. It is recommended that teacher training in digital competence is prepared using instructional design that promotes innovation and contact with real teaching-learning situations.

La integración acelerada de la Inteligencia Artificial (IA) en el ámbito educativo plantea nuevos retos para la formación y evaluación de competencias docentes. Este estudio presenta el diseño, validación y análisis psicométrico del cuestionario AI-ED-SAT, una herramienta de autoevaluación dirigida a docentes para diagnosticar su grado de preparación en el uso pedagógico, ético y curricular de la IA. Desarrollado bajo un enfoque de investigación basado en diseño (Design-Based Research), el instrumento se estructuró en torno a cuatro dimensiones alineadas con los actuales marcos de competencias en IA de la UNESCO (2024): comprensión conceptual de la IA, uso pedagógico de herramientas inteligentes, reflexión ética y crítica e integración curricular. Su construcción se apoyó en una revisión teórica exhaustiva y un proceso iterativo de validación mediante el método Delphi con 12 expertos en tecnología educativa, IA y formación docente. Posteriormente, en una prueba piloto a una muestra de 128 docentes de distintos niveles educativos, se analizó su fiabilidad (α de Cronbach = 0.93), validez de contenido y validez de constructo. Los resultados del análisis factorial exploratorio (AFE) confirmaron la agrupación de los ítems en cuatro factores teóricos, mientras que el análisis factorial confirmatorio (AFC) mostró índices de ajuste excelentes (CFI = 0.96; RMSEA = 0.045). El AI-ED-SAT se configura como una herramienta robusta y actualizada, útil tanto en la investigación como en programas de formación docente. Su enfoque autorreflexivo contribuye a fortalecer la alfabetización crítica y la agencia profesional del profesorado frente a los desafíos de la IA en la educación.

This study explores Latin American university teachers’ perspectives on the pedagogical integration of artificial intelligence (AI), particularly ChatGPT, within higher education contexts. Drawing on a mixed-methods approach, data were collected from 130 participants through a validated survey instrument and follow-up semi- structured interviews. The findings reveal a generally positive attitude toward AI as a pedagogical support tool, particularly for automating routine tasks and generating educational content. However, the study also identifies critical tensions-including epistemic insecurity, ethical concerns, and limited digital pedagogical training- which hinder deeper, reflective use. Participants emphasize the urgent need for professional development opportunities that promote critical algorithmic literacy, and not merely tool proficiency. This research highlights the importance of situating AI integration within ethical, contextualized, and socially responsive frameworks in teacher education. It calls for systemic efforts to rethink teacher training programs so that they empower educators to navigate and critically engage with AI in ways that support equitable and human-centered learning environments.