Cognitive crisis and the role of Artificial Intelligence. Challenges for the 21st-century educator.

Resumen

Knowledge is one of the aspects of the human being that is constantly evolving. Evolution, from a pedagogical perspective, is called a , which has undergone some tense moments, moving from the object-subject relationship to the method, that is, how humans acquire knowledge. This method led some to the creation of encyclopedias, others to the printing press, and others to the incorporation of technologies. For this reason, the purpose of the research is to design a teacher training program in the use of Artificial Intelligence and its integration into educational processes to strengthen knowledge acquisition, as well as digital and methodological competencies. This program is aimed at master's students in Pedagogy with a focus on Technical and Professional Training. The research was conducted under a quantitative positivist paradigm, with a non-experimental design, field type, and descriptive level. The sample consisted of 50 master's students, to whom a dichotomous questionnaire containing 18 questions was administered. Among the main results, problems related to knowledge, how it occurs, and how it is acquired were evident. Additionally, there was an almost total lack of knowledge on how to incorporate digital resources generated by Artificial Intelligence into the teaching profession. Therefore, it is concluded that without corrective actions to improve the process from the training stage, teachers and future generations of citizens will lack the necessary digital competencies for the advancements of the 21st century.