Assessment of the educational impact on the integration of AI into teaching with an ethical and critical approach

This study evaluated the impact of the "Critical AI Teacher" training program on the development of digital teaching competence to integrate artificial intelligence in an ethical and critical manner. Through a quasi-experimental design with a control group (N=62) and mixed methods, knowledge, self-efficacy, behavioral intention, and ethical reasoning were measured before and after the intervention. Quantitative results showed statistically significant improvements with large effect sizes (η²p > .14) in the experimental group compared to the control group across all variables. Qualitative analysis of portfolios and interviews revealed a transformation in teaching practice: teachers evolved from an initial technical fascination toward a critical pedagogical approach, redesigning assessments and using AI as an object of analysis in the classroom. The discussion concludes that this competence is teachable through training focused on guided practice and ethical reflection. However, its sustainable implementation requires institutional support, such as clear policies and time for innovation. The study provides empirical evidence that deliberate training is key for teachers to exercise their essential role as critical guides in the AI era, transforming technological disruption into an opportunity to reaffirm pedagogy centered on human values.