Generative Artificial Intelligence (GAI) is reshaping higher education, and transforming instructional and assessment practices, therefore, educators must develop technical expertise and pedagogical awareness to ensure ethical and responsible use. This study evaluates the impact of an 80-hour GAI training program conducted with 299 lecturers from eight Ecuadorian universities, aiming to enhance their digital skills and openness to AI-based teaching strategies. Through a quasi-experimental design with pretest and posttest assessments, findings reveal an increase in technical proficiency (M = 2.62 to 4.22, t = -30.77, p < 0.0001, d = 0.85) and lecturers’ willingness to apply GAI in their teaching (M = 3.63 to 4.02, t = -6.38, p < 0.0001, d = 0.52). However, perceptions of AI-generated content originality remained unchanged perceptions (M = 3.02 to 2.94, t = -0.82, p = 0.41), indicating ongoing concerns regarding authenticity in academic settings. These results emphasize the necessity of training programs that merge technical instruction with active learning methodologies, such as project-based learning and formative assessment. Additionally, higher education institutions should establish clear policies regulating AI implementation, ensuring ethical standards and academic integrity. Moreover, developing institutional guidelines for assessing AI-generated content is essential for maintaining transparency, fairness, and responsible adoption in teaching and assessment, in order to identify the best practices to support lecturers’ development, and promote its effective use in academic fields.

This article examines the prevalent learning theories in English and Leadership subjects in Higher Education Institutions in Quito, from January to May 2023, through the non-participant observation technique. The qualitative methodology applied is based on the approach proposed by Tranfield and Denyer, which involves a literature review to support through the different existing learning theories.The gathered information was analyzed and compared by creating tables of comparison between the learning theories applied in the classroom, which significantly influence in the learning of higher education students. The results, obtained after observing the classes and applying rubrics, showed that the most frequently applied theories were constructivism, cognitivism, and connectivism. Thischoice was influenced by the topics covered and the activities carried out by the students. El presente artículo analizó las teorías de aprendizaje prevalentes en las asignaturas de inglés y liderazgo en instituciones de educación tecnológica de la ciudad de Quito, durante el período enero-mayo 2023 a través de la técnica de observación no participante. La metodología cualitativa en la que se apoyó este artículo fue la propuesta de Tranfield y Denyer que hace alusión a la revisiónbibliográfica para poder sustentar las diversas teorías de aprendizaje existentes. La información obtenida fue analizada y contrastada desarrollando cuadros de comparación entre teorías de aprendizaje aplicadas en el aula; las mismas que influyen significativamente en el aprendizaje en los estudiantes de educación superior. Una vez observadas las clases y aplicadas las rúbricas, losresultados obtenidos fueron que las teorías más aplicadas han sido la constructivista, cognitivista y conectivista. Esto respondió a los temas abordados y a las actividades desarrolladas por parte de los estudiantes.