Integration of Generative Artificial Intelligence in Teacher Education: Cognitive Implications for Students at Universidad Pedagógica Veracruzana
Keywords:
generative artificial intelligence, higher education, teacher education, pedagogical mediation, digital skillsAbstract
The use of Generative Artificial Intelligence (GAI) in higher education has transformed the ways in which students produce content, organize information, and carry out academic activities. This study analyzed the perceptions and uses of GAI among students enrolled in the Bachelor’s Degree in Basic Education at the Universidad Pedagógica Veracruzana, based on a learning experience implemented in the Basic Computing course during the August 2025–January 2026 academic term. The research adopted a descriptive-interpretative mixed-methods approach and compared two groups with different levels of pedagogical mediation in the use of artificial intelligence tools. A total of 47 students, distributed across two academic groups, participated in the study. Data were collected through a Likert-scale questionnaire and semi-structured interviews. The results indicate that the group receiving greater pedagogical mediation demonstrated broader integration of GAI in activities related to text production, presentation design, image generation, and the development of audiovisual materials. This group also reported more favorable perceptions regarding the pedagogical usefulness of these tools. However, both groups expressed concerns about the accuracy and reliability of AI-generated information, as well as issues related to technological dependence and the potential impact on critical thinking. The study concludes that the educational integration of GAI depends not only on access to digital tools but also on the forms of pedagogical mediation that guide their use and foster more reflective learning processes.
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