Didáctica y Educación ISSN 2224-2643

The development of artificial intelligence, its history and future challenges

Leonardo Campos Ramirez — Sun, 30 Nov 2025 00:00:00 +0000

With the development of this study, important aspects of Artificial Intelligence (AI) were addressed, including definitions given by several authors. The most important facts in the history of AI in the world and in Brazil were also analyzed, as well as the main challenges of AI in the present and future and some AI applications used today. Some research carried out by prestigious researchers dealing with issues related to AI were analyzed. The use of AI today is a reality and is used in everyday life by any type of audience, but it is important to know how to use it in an efficient way that contributes to people's education.

Innovative Premise-Based System for the Integration of Artificial Intelligence in the Professional Training of Mechanical Engineering Students

Luis Anibal Alonso Betancourt, Luis Tellez Lazo — Sun, 30 Nov 2025 00:00:00 +0000

This article introduces an innovative premise-based system for integrating artificial intelligence (AI) into the professional training of Mechanical Engineering students at the University of Holguín, Cuba. Using a quasi-experimental design, the study assessed the premise an AI-based educational on the professional competencies of 100 students selected through simple random sampling. The intervention incorporated AI tools to personalize learning, optimize technical problem-solving, and foster critical skills in simulated work environments. Results, analyzed using the Chi-square test (X²), indicate significant improvements in technical and practical competencies (p < 0.05). The system aligns with international and Cuban standards for education in the digital era, promoting personalized learning and university-industry collaboration. The findings suggest the premises viability for enhancing professional training, with potential scalability to other disciplines.

Education at work assisted by Generative Artificial Intelligence for the development of investigative competence in residents of Integral General Medicine

Sun, 30 Nov 2025 00:00:00 +0000

An innovative procedure is proposed for developing investigative competence in residents of Integral General Medicine (Family Medicine), integrating Generative Artificial Intelligence (GAL) within the framework of work-based education. The scientific novelty lies in the synergy between the integrative approach to the investigative performance of Family Medicine specialists and the use of GAL tools to optimize the identification and resolution of health problems in Primary Health Care (PHC). A pre-experimental quantitative methodology was employed, using analysis-synthesis methods, a systemic approach, field observation, and the Chi-square statistical test. The results show significant improvements in the residents’ investigative competence, with 95% reliability, validating the applicability of the procedure in national and international contexts, adjusted to the specificities of the specialty’s training process.

Education and artificial intelligence: critical integration facing new challenges

Mario Moctezuma Baños — Sat, 13 Dec 2025 00:00:00 +0000

The purpose of this study is to analyze the practical and ethical implications of the use of Artificial Intelligence (AI) for educators, and to propose viable strategies to address the contemporary challenges its implementation entails. Furthermore, it focuses on specific cases of AI integration in Latin American universities, with the aim of illustrating both its potential benefits and the associated risks. The research critically evaluates the integration of AI into education and teaching methodologies, with particular emphasis on the materials, strategies, activities, and the creativity that this tool enhances. A mixed-methods approach was employed, with a descriptive-explanatory framework. The core technique used is Design-Based Learning (DBL), implemented through surveys, case studies, and critical analysis. The findings suggest that AI can significantly contribute to improving educational quality and personalizing instruction. However, key challenges include the lack of specialized teacher training and emerging ethical dilemmas. In summary, the study highlights the need to strengthen continuous professional development, technological infrastructure, regulation, and legal frameworks as essential conditions for the effective and responsible use of AI in education.

The Integration of Artificial Intelligence in the Academic-Professional Approach to Practical Chemistry Activities in Cuban Pre-University Education

Arisnel Acosta Cisnero, Roberto Pérez Almaguer, Nitza Ricardo Díaz — Sun, 30 Nov 2025 00:00:00 +0000

This article explores the integration of Artificial Intelligence (AI) as an innovative tool in the academic-professional approach to practical Chemistry activities in Cuban pre-university education. A methodological model is proposed that combines educational guidance with AI tools, such as virtual simulators and personalized recommendation systems, to enhance meaningful learning and professional motivation. Based on a diagnostic study in pre-university institutions in Holguín, it is evidenced that AI improves the systematization of chemical contents and preparation for further studies. The results highlight an increase in formative efficiency, aligned with the Third Educational Improvement.

Citizenship education in the age of artificial intelligence

Clara Anaya La O, Clara Ivia Anaya La O, Luis Manuel Jorge Puig — Sun, 30 Nov 2025 00:00:00 +0000

Various international organizations recognize education as a strategic area for the application of artificial intelligence (AI), given its capacity to expand educational access and enhance learning achievements. In recent years, the growing understanding of the scope and applications of AI has placed this topic at the epicenter of debates in university institutions globally, addressing issues ranging from the protection of academic integrity to the renewal of curricula. Accordingly, this article aims to develop a pedagogical strategy that trains university professors in the effective integration of AI into their classes, in order to foster the development of civic competencies in students.

Impact of Artificial Intelligence on developing digital and research skills in medical science students

Yacel Pacheco Pérez, Julio César Salazar Ramírez, Karell Rafael Vázquez Argote — Sun, 30 Nov 2025 00:00:00 +0000

Generative artificial intelligence in education is disrupting traditional academic settings. In order to meet this demand, higher medical education must integrate an ethical approach to its use and, at the same time, create the conditions for assimilating and transferring this technology to all processes managed in these educational centers. This paper focuses its analysis on how artificial intelligence can be integrated to develop digital and research competencies during the educational process of medical science students. Procedures are presented that serve as models to guide the teaching and personalization of learning mediated by these technologies. The synthetic analytical method was used during the research process and systematization of theory. The methodology used was a systematic review, consulting 41 academic articles available in databases such as Dialnet, Scopus, and the Google Scholar search engine, selecting all articles within a period of no more than four years. EndNote reference manager was used for information processing. The conclusion is that there is a need to integrate tools such as ChatGTP and SciSpace into independent activities with an ethical approach and improve skills with the use of information and communication technologies. Finally, there is a consensus in literature regarding the promotion of training for effective management and its direct impact on the quality of the academic process carried out in each higher education institution.

Keywords: artificial intelligence, digital competence, learning process, information technology

A look at artificial intelligence, emotional intelligence, and inclusive education in the teaching of Cuban history in the Bachelor's Degree in Primary Education

Yamilka Garcés Díez, Martha María Labrada Ramírez, Manuel Sánches Rojas — Sun, 30 Nov 2025 00:00:00 +0000

This article offers an approach to artificial and emotional intelligence in the teaching-learning process of the Didactics of Cuban History in the Bachelor's Degree in Primary Education. It starts from the theoretical recognition of these categories for the understanding of their praxis, a historical study on the treatment of educational inclusion as a content of the Didactics of Cuban History in the Bachelor's Degree in Primary Education. It is the result of a research that responds to this problem and constitutes a collaboration for the project Teaching History: Learning and Society, which belongs to the University of Las Tunas. It contributes to determining trends and arguing the potential of various sciences that constitute the core of the Didactics of Comprehensive Social History. The objective is to clarify foundations that justify the need to study educational inclusion in initial teacher training. Under the approach of experiential pedagogical experience, the methods used include the study and critique of sources, systemic modeling, as well as data triangulation as procedures to triangulate data and theories.

Artificial intelligence and second language acquisition: new pathways for teaching Spanish to Chinese students

Sun, 14 Dec 2025 00:00:00 +0000

The emergence of artificial intelligence (AI) is decisively transforming foreign language teaching-learning processes, offering unprecedented possibilities for personalization, feedback, and automation. This article analyzes the impact of AI on the acquisition of Spanish as a foreign language by Chinese university students, addressing both the psycho-cognitive dimensions of second language acquisition (SLA) and the inherent cultural and intercultural challenges. Drawing on established acquisition models (Krashen, VanPatten, Schmidt), it discusses how AI technologies—particularly language models and adaptive platforms—can complement or reconfigure the processes of input, noticing, and automatization. The application of a hybrid "AI + human educator" pedagogy is proposed, aimed at balancing technological potential with intercultural and ethical mediation, to foster more autonomous and profound learning

Technological materials using artificial intelligence for teachers’ training

Araíz Maturell Aguilera, María de la Caridad Smith Batson — Sun, 30 Nov 2025 00:00:00 +0000

This article addresses the evaluation of technological materials developed with Artificial Intelligence tools for the training of teachers in attending to the diversity of learners with low learning outcomes. The study starts from the need to strengthen the preparation and professional performance of educators in the face of the challenges posed by school diversity and the application of new technologies in continuing education, also considering the associated factors present in triad school, family and community. A qualitative approach was used through observation and group interview, the sample was composed of 40 teachers. The technological content materials developed with Artificial Intelligence tools were: a Website, Digital Manual, Audios, Podcasts, Interactive E-book and a Videoconference. The results of the application show that the materials are considered accessible, understandable and useful, favors the democratization of knowledge, strengthen attention to diversity, their use is feasible in lifelong learning and contribute to the improvement of professional performance. The tools of Artificial Intelligence allowed the personalization of the contents of the materials, constituting a novel and replicable contribution.

Design of educational prompts for Cuban graduate education: normative foundations, didactic perspectives and practical guidelines

Juan José Fonseca Pérez, René Yasmani Velázquez Prieto — Sun, 30 Nov 2025 00:00:00 +0000

The use of Artificial Intelligence in graduate education poses methodological and ethical challenges for Cuban higher education, given the absence of specific guidelines regarding the use of prompts as a didactic resource. This article addresses the problem of the lack of systematized orientations that guide instructors in designing and applying educational prompts aligned with the regulations of the Ministry of Higher Education (MES) and with the formative needs of graduate programs. The objective is to propose a set of guidelines for the elaboration of high-quality educational prompts, based on a documentary analysis of regulatory documents, pedagogical studies on Cuban graduate education, and recent literature on the use of Artificial Intelligence in academic contexts. A qualitative-descriptive approach was applied through content analysis, from which categories associated with curriculum planning, teaching-learning processes, research, and assessment were identified. The main results indicate the feasibility of integrating educational prompts as a support tool for the development of professional, research, and critical competencies in advanced training programs. The article provides a structured proposal for prompt design, accompanied by examples adapted to the Cuban context. It is concluded that prompts are a pertinent and flexible resource for strengthening student autonomy and academic integrity, provided they are implemented with an ethical approach and in accordance with graduate education regulations.

Artificial intelligence influence on the evolution of English Reading Skills at Cuban Language Schools

Mabel Linch Aguilera, — Sun, 30 Nov 2025 00:00:00 +0000

In this paper is analyzed the influence of artificial intelligence (AI) on the historical approach to the generalized reading skill in English as a foreign language in the context of Language Schools in Cuba. It starts from a historical overview where traditional methods such as grammar-translation and audio-lingual prevailed, up to the implementation of the Foreign Language Director Program that prioritized the communicative approach. The analysis is structured around three fundamental criteria. First, historical, mass-scale, and standardized methodological approaches are contrasted with AI's potential for driving learning personalization and a shift in the teacher's role towards facilitation. Second, the evolution of teaching materials is examined, from centralized, often ideological texts towards diversified, adaptive, and immersive AI-generated resources. Third, the transition of formative objectives is analyzed, moving from functional reading towards the essential development of critical and analytical reading that enables students to evaluate information and construct knowledge autonomously. It is concluded that AI represents an opportunity to enhance language education in Cuba, although its implementation must be critical, ethical, and overcome challenges of access and infrastructure.

Décima in digital identity: artifcial intelligence as search

Odalys Leyva Rosabal, Mayra Acebo Rivera , Sonia María Martínez Guerra — Sun, 30 Nov 2025 00:00:00 +0000

Identity is a constantly changing phenomenon, expressed as a whole, a complex system. The multiple identities it includes are specific identities that, as parts, also constitute systems in themselves. Digital identity has the power to dominate and shape a person's social identity, as online interactions and representations have a profound impact on how others perceive that person and how they perceive themselves. Therefore, both identities must be cared for. The tradition of the décima can be adapted and revitalized in the digital world, allowing poets and enthusiasts to build diverse identities online and contribute to culture. It is in the décima where artificial intelligence encounters obstacles.

Exploratory study on artificial intelligence: its impact on student trajectory in Higher Education

Sun, 30 Nov 2025 00:00:00 +0000

The accelerated development of generative artificial intelligence (GAI) and its increasing expansion into different areas of knowledge has recently allowed us to enter a novel environment that helps provide comprehensive knowledge to support students and professors in the higher education learning process. This study integrates the preliminary results of projects associated with sectoral programs: PS223LH001-45, Proposal of Improvement Lines for Cuban Higher Education Derived from the Study of Professional Development in Cuba, 2010-2020; and PS223LH 001-049, Methodology for Capacity Building in Education for the Sustainable Development Goals in Cuban Universities. The objective was to analyze the presence of AI-related concepts and content in the curricula of degree programs affiliated with the Ministry of Higher Education in Cuba and how the use of AI impacts university student trajectories. Theoretical methods were used to delve deeper into aspects related to AI in training programs and, specifically, in student trajectories. The methodology applied allowed for an investigation into the Study Plans E and various research related to AI, which revealed the insufficient treatment of concepts and content related to AI in the training programs, leading to the introduction of the use of AI as an innovative and necessary tool in the comprehensive training of university students in the improvement of the study plans.

Artificial Intelligence in Mathematics teaching

Sun, 30 Nov 2025 00:00:00 +0000

The article addresses the challenge of integrating Artificial Intelligence (AI) into mathematics teaching within the Cuban education system, in response to the guidelines of the Ministry of Higher Education. Its objective is to propose a procedure for preparing teachers in the methodological use of chatbots (such as Gemini AI and DeepSeek) in the teaching-learning process. As a main result, a six-step procedure is presented: 1) Teacher preparation (analysis of guiding documents with AI), 2) Didactic-methodological preparation (research of trends with AI engines), 3) Technological-contextual diagnosis, 4) Development of digital teaching materials, 5) Determination of specialized online platforms, and 6) Setting up the Virtual Teaching-Learning Environment (EVEA). The method is based on the TPACK model, emphasizing the intersection between disciplinary, pedagogical, and technological knowledge. It is concluded that the procedure offers a systematic roadmap for transforming technological challenges into pedagogical opportunities, enhancing mathematics teaching through the combination of solid pedagogical principles and accessible AI tools, without replacing the role of the teacher.

Artificial intelligence integration in the teaching learning process of English

Sun, 30 Nov 2025 00:00:00 +0000

Achieving English language proficiency is a complex endeavor that benefits from advanced technological resources but in the context of a medical degree, a research using theoretical, empirical, and mathematical methods, as well as associated techniques and instruments identify deficiencies in the skill of using Artificial Intelligence tools for teaching purposes, therefore, a proposal is to present actions for integrating Artificial Intelligence into the management of the English teaching-learning process, from an approach that benefits personalized learning and the authenticity of the communicative task.

Results of vocational guidance at the Luis Urquiza Pre-university using artificial intelligence

Sun, 30 Nov 2025 00:00:00 +0000

The results presented here respond to the research project: contextualisation of the professionalization of teachers in the Pre-university of Exact Sciences, which belongs to the Sectorial Programme of the Ministry of Education in Cuba. The scientific problem identified is: How to corroborate the attention to vocational training and professional orientation towards basic and technical science careers at the Luis Urquiza Jorge Pre-university of Exact Sciences? The objective is to evaluate the results achieved with the implementation of the strategy of vocational training and professional orientation in the Pre-university of Exact Sciences Luis Urquiza Jorge in the province of Las Tunas. In the study it was necessary to use the analysis-synthesis methods to determine progress, stagnation and setbacks of the variable with its dimensions, indicators and evaluation scale. At the empirical level, a survey of students, interviews with teachers and managers and observation of activities were used. By triangulating the information, the main results, limitations and potentialities are determined, which allows us to determine the solution to the problem and continue to improve the variable.

Communicative competence in the artificial intelligence era: perspectives for teacher training in Spanish-Literature Programs

Sun, 30 Nov 2025 00:00:00 +0000

The teaching of language and literature is fundamental to the comprehensive education of students in the Spanish-Literature program; it not only develops communication skills but also critical thinking, creativity, and literary appreciation. In this context, artificial intelligence emerges as a pedagogical tool to strengthen these competencies, rather than replacing them, it enriches the teaching and learning of the language. This knowledge and skills, enhanced by artificial intelligence, will contribute to the training of future professionals who preserve the native language as a tool and expression of Cuban cultural identity. Artificial intelligence can help document and analyze the different dialectal variants present in the Spanish spoken in Cuba.

In addition to preserving the national literary legacy, this knowledge strengthens the student’s love for their profession and the responsibility to be an effective communicator in the digital age. The result of this comprehensive and technologically contextualized training will allow you to fulfill your social commitment as an educator of today’s Cuban society. A future teacher who masters both language teaching and learning and digital tools will be better prepared to teach, research, and continue to foster in their students critical thinking skills capable of discerning between valuable information and noise, thus ensuring the preservation and evolution of our culture.

Artificial Intelligence as a revolutionary tool used to develop listening comprehension in English

Sun, 30 Nov 2025 00:00:00 +0000

In an increasingly globalized world, English domain has become an essential skill, opening doors to academic, professional and personal opportunities. However, for many students, listening comprehension understanding represents a significant challenge. The complexities of pronunciation, varied accents, speech speeds and unknown vocabulary can generate frustration and hinder progress. Traditionally, the development of listening comprehension understanding has depended on teaching methods that are often generic and lack the customization necessary to address individual needs. The arrival of artificial intelligence (AI) is transforming the way we address this challenge, offering innovative and personalized tools to improve auditory understanding in English. This article will explore how AI is being used to revolutionize the treatment of listening comprehension understanding, analyzing its applications, benefits and the potential impact on the future of English learning.

Procedure for preventing disability in paediatric patients assisted by generative artificial intelligence

Fri, 31 Oct 2025 00:00:00 +0000

This article presents an innovative procedure called “IA-PrevDis,” designed to prevent the progression of disabilities in pediatric patients through the use of generative artificial intelligence (GAI). A quasi-experimental, field-based observational study was conducted, employing methods of analysis, synthesis, induction, deduction, quasi-experimentation, and statistical testing. The approach integrates GAI tools such as Grok, ChatGPT, Canva, DeepSeek, among others, to generate personalized educational and preventive plans tailored to local contexts such as Banes, Holguín, Cuba. It was validated through a quasi-experimental study with 50 pediatric children (ages 6–12) with mild disabilities, divided into intervention and control groups in the municipality of Banes, Holguín, Cuba. Results, analyzed using the Mann–Whitney U test, showed significant improvements in functional skills and a reduction in the risk of worsening conditions. Educational and ethical implications, as well as applications in low-resource settings, are discussed, aligned with the principles of inclusive pedagogy.