" Use of AI in the Professional Training of Students in the Final Cycles of the Faculty of Education, 2025."

Abstract

The research aimed to establish the relationship between the use of artificial intelligence and the professional development of students in their final years of study at the Faculty of Education during 2025, specifically focusing on its connection to competency development and adaptation to the educational environment. A quantitative approach with a descriptive-correlational design and basic scope was employed. Two questionnaires, validated through expert judgment and with Cronbach's alpha reliability, were administered to a non-probability sample of 100 students. The instruments used a five-point Likert scale to measure the variables of AI use, defined by Zawacki et al. (2020) through the dimensions of frequency, purpose, and perceived usefulness, and professional development, conceptualized by Holmes et al. (2020) through competency development and adaptation to the educational environment. The descriptive results showed patterns of moderate and intentional use, while the inferential analysis using Spearman's rho revealed a considerable positive correlation between AI use and professional development (ρ=0.661, p<0.01), a moderate positive correlation with skills development (ρ=0.428, p<0.01), and a moderate positive correlation with adaptation to the educational environment (ρ=0.522, p<0.01). Therefore, it was concluded that artificial intelligence was significantly integrated into the training of future teachers and contributed positively to the development of skills and adaptive processes in digitized university contexts.