This research analyzed university students’ perceptions of the use of generative artificial intelligence (hereafter Gen-AI) in a higher education context. Specifically, it addressed the potential benefits and challenges related to the application of these web-based resources. A mixed method was adopted and the sample consisted of 407 teacher training students enrolled in the Early Childhood and Primary Education Degrees in the Region of Murcia in Spain. The results indicated a clear recognition of the relevance of these technological tools for teaching and learning. Respondents highlighted the potential to engage them in academic tasks, increase their motivation, and personalize their learning pathways. However, participants identified some challenges related to technology dependency, ethical issues, and privacy concerns. By understanding learners’ beliefs and assumptions, educators and educational administrations can adapt Gen-AI according to learners’ needs and preferences to improve their academic performance. In learning practice, these adaptations could involve evidence-based interventions, such as AI literacy modules or hybrid assessment frameworks, to translate findings into practice. In addition, it is necessary to adjust materials, methodologies, and the assessment of the academic curriculum to facilitate student learning and ensure that all students have access to quality education and the adequate development of digital skills.

The purpose of this study is to evaluate the effects of an implementation of eight didactic units on historical thinking and active methods as part of a teacher training programme. All this with four specific objectives that try to find out changes in the methodology, motivation, satisfaction and learning of the students. To this end, the research is carried out by means of a mixed method using quantitative data, obtained from a pretest/posttest, and qualitative data, obtained from a focus group and interviews. The target groups of the teaching units are secondary and high school students aged between 13 and 18 years. A total of 114 students of these students participated in the data collection with a pretest/posttest, six master students in the focus group, and three teachers and three secondary and high school students were interviewed. The results obtained indicated that significant differences of medium effect were found in the pre and post phase factor in learning and satisfaction, and of large effect in methodology and motivation. As for the gender factor, significant differences of small effect were found in motivation and satisfaction, with higher values for women. The positive statements of both master’s students and high school students and teachers were quite striking, although the limitations and difficulties must be highlighted. It is concluded that the design of this type of didactic units has meant a significant improvement, achieving that the students have developed a notorious improvement in their perception of the objectives studied.

Numerous studies have shown that a traditional model persists in the teaching of history, in which students are not allowed to think for themselves and are assigned a passive role based on the mere memorisation of information. This reality is in opposition to the technological and technical boom taking place in the current educational context and to the enhancement of innovative strategies and methodologies that mark the role that students must occupy as protagonists of their own learning. This paper aims to compare the perceptions and historical knowledge of 93 baccalaureate students (16–18 years of age) following the implementation of an intervention programme based on active learning situations mediated by augmented reality and historical thinking skills. A quasi-experimental quantitative design with a non-equivalent control group was employed to meet these objectives. The results showed higher scores in the perception and knowledge of students in the experimental group compared with those in the control group. This line of work should be continued in the future with new studies to corroborate these findings, prioritising pedagogical models based on student activity and protagonism via the use of technology and critical thinking.

With the aim of analyzing the teaching discourse in history classes and its relationship with the development of historical thinking skills, an observational study was carried out in 28 social science classes taught by 14 trainee teachers with master’s degrees in teacher training secondary education students between 15 and 18 years of age. Lag sequential analysis and polar coordinate analysis techniques were used to identify patterns in the teaching discourse and its relationship with teaching strategies and student activity. The results show a predominance of historical contextualization discourse to the detriment of activities that promote critical historical thinking. The sequential lag analysis revealed significant relationships between interpretive discourse and the use of case studies, as well as between historical contextualization and the use of the press as a resource. Polar coordinate analysis showed a mutually inhibiting relationship between the exploration of prior knowledge and the development of historical thinking skills and a mutually activating relationship between interpretation and historical thinking, especially as it relates to the evaluation of sources. The implications of these findings for teacher education and the improvement of secondary history teaching are discussed.

This study explored pre-service teachers’ views on the use of generative artificial intelligence (Gen AI) in the production of misinformation, addressing the potential challenges posed by deepfakes generated by these online resources. A quantitative approach was used; 133 pre-service teachers participated in the study, all of them were enrolled in primary education degree programmes in the Region of Murcia, Spain. The results indicated a clear awareness of the risks posed by these digital tools in the generation of deepfakes. Respondents became aware of the potential threats this may pose on the internet, which can be further exacerbated when disseminated in educational environments. Recognising the relevance of pre-service teachers’ concerns can help educators and educational administrations take steps to limit Gen AI in accordance with ethical parameters and thus reduce the spread of misinformation. In social science teaching and learning, further research is needed to equip students with the essential skills to distinguish between accurate and inaccurate information. For all these reasons, it seems essential to improve research in media literacy education for the application of identification skills used in assessment processes. These improvements can take the form of evidence-based approaches, such as AI literacy programmes or media literacy modules, to facilitate student learning and ensure better quality education.

El objetivo principal es la comparación de percepciones entre los recién ingresados a la carrera de Historia en Colombia y España, respecto a la enseñanza de la Historia en el bachillerato. Se trata de una investigación comparativa apoyada en un diseño de carácter cuantitativo no experimental tipo encuesta. La muestra analizada es de carácter no probabilístico de conveniencia compuesta por 156 estudiantes con edades comprendidas entre los 17 y los 20 años. Los resultados evidencian una enseñanza de la Historia predominantemente tradicional, centrada en la transmisión de conocimientos y la evaluación mediante exámenes escritos. Aunque se emplean algunos recursos complementarios, la integración de metodologías activas sigue siendo limitada. Se observa motivación en los estudiantes, aunque con diferencias en los factores que la impulsan y en la disposición hacia estrategias colaborativas. La satisfacción con la enseñanza es mayor en España, mientras que en Colombia persisten dudas sobre algunos aspectos del aprendizaje. Además, el enfoque educativo prioriza la adquisición de conocimientos factuales y la comprensión de procesos históricos, con desafíos en la incorporación de herramientas tecnológicas, trabajo con fuentes primarias y aprendizaje colaborativo. Se resalta la necesidad de fortalecer enfoques didácticos que fomenten un aprendizaje más crítico y participativo.