Training teaching personnel in incorporating generative artificial intelligence in higher education:A complex thinking

With the growing popularity of generative artificial intelligence models, there is a need to train educators with the knowledge and skills to leverage these technologies for enhanced learning experiences. This paper presents the results of a study that aimed to analyze the perspectives of educators regarding the integration of generative artificial intelligence for teaching in formal educational settings. The study employed a survey method of data collection to examine the views of 115 educators working in higher education institutions in Ecuador, Guatemala, and Mexico. The findings suggest that educators perceive AIbased tools as valuable resources for enhancing various aspects of teaching and learning given that most of the participants expressed positive perceptions of the AI-based tools for automated assessment and student emotion detection. Additionally, educators identified challenges and limitations related to the digital divide and unequal access to technology. Their participants' concerns include the potential replacement of teachers, dependence on technology, ethical considerations surrounding bias, data privacy as well as academic integrity when utilizing AI-assisted tools related to the originality and authorship of AI-generated content. This research provides insights into the current state of the field in the Latin American region and recommendations to train educators to effectively integrate generative AI in higher education institutions.