Actitudes hacia la inteligencia artificial en docentes universitarios: un análisis según variables demográficas en Honduras
With the recent integration of AI in higher education, understanding teacher attitudes towards AI can be crucial to understand its expansion in the classroom, however, in the Honduran context there are gaps in knowledge about how university teachers perceive these technologies, this hinders their in...
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| Autors principals: | , , |
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| Format: | Online |
| Idioma: | espanyol |
| Publicat: |
High Rate Consulting
2025
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| Matèries: | |
| Accés en línia: | https://directory.doabooks.org/handle/20.500.12854/166577 |
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| Sumari: | With the recent integration of AI in higher education, understanding teacher attitudes towards AI can be crucial to understand its expansion in the classroom, however, in the Honduran context there are gaps in knowledge about how university teachers perceive these technologies, this hinders their incorporation, in addition, the lack of empirical evidence limits the design of relevant training strategies. The study aimed to investigate teachers’ attitudes and compare them with demographic variables such as gender, age, years of experience, and the school to which they belong. A total of 41 faculty members from the National University of Forest Sciences (UNACIFOR) in Honduras participated, representing 98% of the total population. A Likert-type scale instrument proposed by Schepman & Rodway was used. Group comparisons were conducted using Student’s t-test, while ANOVA and Tukey’s poshoc tests were applied for comparisons involving more than two groups. The statistical tests indicated no statistically significant differences in attitudes toward AI across the defined groups. All p-values exceeded the significance level set at α = 0.05, above suggests that regardless of gender, age, educational level or seniority, the attitudes of teachers towards AI are similar. Based on these results, it is concluded that in order to facilitate the implementation of AI initiatives in this higher education institution, it is necessary to start from a common basis for the design of training and adoption strategies in higher education institutions, without segmenting teachers. |
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