AI-powered PLE in an active learning strategy for teacher training

Abstract

The objective of this study was to design, implement, and analyze a project-based learning strategy for teacher training within a personal learning environment mediated by artificial intelligence. Based on Educational Action Research, the study consisted of four phases: a) inquirydiagnosis; b) plan formulation; c) implementation and evaluation of results; d) feedback and analysis. The participants were faculty members at a public university on the Oaxacan coast of Mexico, who developed digital portfolios through Project-Based Learning. The findings show that faculty encourage deeper reflection to continually question the why, the purpose, and the how of integrating AI into the classroom. Analytical and critical thinking should not be replaced through the use of this technology. There are barriers to access, such as connectivity, the cost of platforms, and the availability of equipment. In conclusion, teacher training on AI competencies, when conducted within the PLE, promotes experiences in open spaces, with certain levels of autonomy, flexibility, and collaboration. Teachers have the opportunity to identify their preferences and teaching-learning strategies within the context of situated and meaningful education