Didactic Sustainability, Algorithmic Ethics, and Immersive Technologies in Initial Teacher Training: A Macro-Institutional Synthesis

The incorporation of generative artificial intelligence and immersive technologies in teacher training opens up new possibilities for planning more dynamic, contextualized and sustainable classes. However, their use also requires a critical look, especially when digital tools produce general activities that do not always respond to the reality of public schools. This study analyzed the combined use of artificial intelligence, augmented reality and pedagogical curatorship in the elaboration of didactic sequences by teachers in training at the Meritorious Veracruz Normal School "Enrique C. Rébsamen". We worked with six teachers in training, 30 didactic sequences and 185 primary school students from six public institutions in Xalapa, Veracruz. The research had a mixed approach and made it possible to compare the planning time, the level of adaptation of the proposals and the use of material resources before and after the intervention. The results showed a reduction in weekly planning time from 10.4 to 5.2 hours, a significant improvement in the contextualization and inclusion of sequences, and a 40% decrease in the use of printed inputs. Greater student attention was also observed during activities supported by immersive resources. It is concluded that these technologies can strengthen initial teacher training when they are not used automatically, but as a support to think, adapt and improve teaching from ethical, inclusive and situated criteria.