AI is positioned as an invaluable tool to cultivate critical thinking in future teachers. By delivering personalized and challenging learning experiences, AI helps teachers develop essential skills for the 21st century. The research was carried out with the objective of analyzing the relationship between Literacy in Artificial Intelligence (AI) and its relationship with critical thinking in future teachers of the Salomé Ureña Teacher Training Institute (ISFODOSU). With a sample of 117 students, composed of 33 men and 84 women, the levels of knowledge and understanding of AI, its application, evaluation, and ethical use are examined in relation to general critical thinking. The results reveal significant correlations between critical thinking and the different dimensions of AI Literacy; The results reveal significant correlations between critical thinking and each of these dimensions: Knowledge and understanding of AI (r = .338, p < .01), Application of AI (r = .296, p < .01), Evaluation of AI (r = .402, p < .01) and Ethical use of AI (r = .347, p < .01). These findings suggest that a higher level of critical thinking is related to a higher level of AI Literacy, which is relevant for the training of teachers prepared for the challenges of education in the digital age.
Benavides, C., & Ruíz, A. (2022). El pensamiento crítico en el ámbito educativo: Una revisión sistemática. Revista Innova Educación, 4(2), 62-79.
Bolo-Romero, K., Gutiérrez-Velasco, F., Córdova-Berona, H., & Alvarado-Suyo, S. (2023). Relationship Between Digital Competencies and Critical Thinking: A Review of the Scientific Literature from 2015 to 2022. Academic Journal of Interdisciplinary Studies, 12(4), 332-340. https://doi.org/10.36941/ajis-2023-0119
Cabero-Almenara, J., Gutiérrez-Castillo, J. J., Guillén-Gámez, F. D., & Gaete Bravo, A. F. (2022). Competencias digitales de estudiantes universitarios: Creación de un modelo causal desde un enfoque PLS-SEM. Campus Virtuales, 11(1), 167–179. https://doi.org/10.54988/cv.2022.1.1008
Changwong, K., Sukkamart, A., & Sisan, B. (2018). Critical thinking skill development: Analysis of a new learning management model for Thai high schools. Journal of International Studies, 11(2), 37–48. https://doi.org/10.14254/2071-8330.2018/11-2/3
Cosi, E., Peña, C. A., & Yaya, S. Y. (2023). Alfabetización digital y pensamiento crítico en estudiantes de estudios generales de una universidad privada de Lima. Revista de Investigación, 47(109), 98–110. https://doi.org/10.56219/revistadeinvestigacin.v47i109.1956
Ennis, R. H. (2015). Critical thinking: A streamlined conception. In M. Davies & R. Barnett (Eds.), The Palgrave handbook of critical thinking in higher education. Palgrave Macmillan.
Escalante, J. L. (2024). Actitud de los estudiantes universitarios de educación ante el uso de la inteligencia artificial. Ciencia y Sociedad, 49(2), 3-17. https://doi.org/10.22206/ciso.2024.v49i2.3082
Huang, X. (2021). Aims for cultivating students’ key competencies based on artificial intelligence education in China. Education and Information Technologies, 26(5), 5127–5147. https://doi.org/10.1007/s10639-021-10530-2
Piedra Isusqui, J. C. P., Villavicencio, I. E. S., Inga, C. V., Gutiérrez, H. O. C., Díaz, B. L. G., & Amaya, K. L. A. (2023). La Inteligencia Artificial al servicio de la gestión y la implementación en la educación. Mar Caribe Editorial. https://doi.org/10.31219/osf.io/z2y7c
Kobylarek, A., Błaszczyński, K., Ślósarz, L., & Madej, M. (2022). Critical Thinking Questionnaire (CThQ) – construction and application of critical thinking test tool. Andragogy Adult Education and Social Marketing, 2(2), 1. https://doi.org/10.15503/andr2022.1
Nold, H. (2017). Using critical thinking teaching methods to increase student success: An action research project. International Journal of Teaching and Learning in Higher Education, 29(1), 17–32.
Ng, D. T. K., Leung, J. K. L., Chu, S. K., & Qiao, M. S. (2021). Conceptualizing AI literacy: An exploratory review. Computers and Education. Artificial Intelligence, 2, 2-11. https://doi.org/10.1016/j.caeai.2021.100041
Oficina Gubernamental de la Información y Comunicación. (2023). Estrategia Nacional de Inteligencia Artificial de la República Dominicana. https://ogtic.gob.do/estrategia-nacional-de-inteligencia-artificial/
Walter, Y. (2024). Embracing the future of Artificial Intelligence in the classroom: the relevance of AI literacy, prompt engineering, and critical thinking in modern education. International Journal of Educational Technology in Higher Education, 21(1). https://doi.org/10.1186/s41239-024-00448-3
Youens, B., Smethem, L., & Sullivan, S. (2014). Promoting collaborative practice and reciprocity in initial teacher education: Realising a “dialogic space” through video capture analysis. Journal of Education for Teaching, 40(2), 101–113.
Zhao, L., Wu, X., & Luo, H. (2022). Developing AI literacy for primary and middle school teachers in China: Based on a structural equation modeling analysis. Sustainability, 14, 2-16. https://doi.org/10.3390/su142114549
Zawacki-Richter, O., Marín, V.I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators?. International Journal of Educational Technology in Higher Education, 16(1). https://doi.org/10.1186/s41239-019-0171-0
