Developing teacher digital competencies in the age of AI. Chile case study
Since the 1990s, Chile has prioritized digital technologies in education, but the rise of AI presents new challenges for educators. The Observatory of Digital Educational Practices (OPED) at Universidad Católica de Chile has developed a training model with four dimensions – Personal and Social Devel...
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| Vydáno v: | URI:https://journals.openedition.org/ries, |
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| Hlavní autoři: | , |
| Médium: | Article ou chapitre numérique |
| Jazyk: | Anglais |
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Revue internationale d'éducation de Sèvres
2025
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| Témata: | |
| On-line přístup: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Shrnutí: | Since the 1990s, Chile has prioritized digital technologies in education, but the rise of AI presents new challenges for educators. The Observatory of Digital Educational Practices (OPED) at Universidad Católica de Chile has developed a training model with four dimensions – Personal and Social Development, Digital Learning and Creation, Digital Disciplinary Skills, and Active Digital Methodologies – to prepare future teachers for a digital society. OPED is also designing new curriculum modules to foster critical engagement with AI and align with international trends and institutional policies, and analysing their ability to enhance or redefine teaching practices. The paper highlights that intentional design, ethical considerations, and institutional support are essential for leveraging AI's potential in education. |
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