Digital competencies in university teachers: Integration of artificial intelligence in research processes.

Abstract

Introduction or Problem Statement. Artificial intelligence is a key factor in the digital transformation of academic and research processes in higher education institutions. It adapts emerging technologies to the needs of formative, basic, and applied research, as well as to project design, the analysis of collected information, and the dissemination of research results. This aims to support research groups by enabling them to seize opportunities through inquiry and the continuous pursuit of new knowledge. Furthermore, AI assists in scientific writing and information retrieval processes using new digital tools, simulating human action in research within a comprehensive environment. Therefore, Ayala Garcia & Barrera Prieto (2018) and Araque Suárez & Araque Suárez (2021) contribute ideas on the development of research skills in university professors and the potential role of AI-based tools in creating spaces for discussion to improve the social appropriation of knowledge.

Objective. Therefore, this study aims to evaluate the digital competencies in the integration of artificial intelligence into research processes among university professors in Mexico and Colombia.

Methodology. Using an applied, quantitative, explanatory research methodology with a quasi-experimental design, the study units are professors from distance learning faculties at higher education institutions. The instrument will be a survey (pre-test and post-test) for data collection, and the statistical software SPSS version 24.0 will be applied. The Mann-Whitney U test will be used to compare the p-value with the significance level and answer the hypothesis.

Results. The inferential results, for which the Mann-Whitney U test was used, yielded a Z-value of -6.664 (p = 0.000), which implies that, since p was less than the 5% significance level, it is concluded that artificial intelligence tools influence the development of research competencies in university professors in Mexico and Colombia.

Conclusions. AI-based digital tools contribute to supporting research processes in the dimensions of problem formulation, theoretical framework construction, methodological design, and the use of referencing managers to implement ethical practices in research processes by referencing authors' information. However, their implementation is balanced with human judgment based on acquired research skills, strengthening scientific rigor and creativity in the production of new knowledge.

Contribution/originality. Integration of AI-based tools combines digital skills and ethical challenges. Classification of AI tools according to research phases, reducing the digital divide, and optimizing the ethical use of AI in academic and research environments.