Artificial intelligence for developing soft skills in students of physics and chemistry education
DOI:
https://doi.org/10.61347/rien.v3i2.102Keywords:
Artificial intelligence, soft skills, teacher trainingAbstract
Artificial intelligence (AI) tools have transformed the training of future experimental science teachers at the National University of Chimborazo in Ecuador, creating a need for technological skills that will enable them to perform effectively in the classroom. This study analyzes the role of AI in the development of soft skills: adaptability, responsibility, communication, and effective access to and management of information. The study adopted a descriptive approach and was a non-experimental, correlational study using an analytical-synthetic methodology. The study was conducted over a 6-month academic period and involved 109 students who had taken courses in physics and chemistry. A questionnaire created in Google Forms consisting of closed-ended multiple-choice questions was used for data collection; meanwhile, the statistical software SPSS v26 was used for the collection, tabulation, analysis, and presentation of quantitative data. It is concluded that the AI tools NotebookLM, Claude, ChatGPT, and Gemini promote the development of skills such as adaptability, responsibility, communication, and effective access to and management of information among students.
Downloads
References
Bernilla, E. B. (2024). Docentes ante la inteligencia artificial en una universidad pública del norte del Perú. Educación, 33(64), 8-28. https://doi.org/10.18800/educacion.202401.m001 DOI: https://doi.org/10.18800/educacion.202401.M001
Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M., & Rumble, M. (2012). Defining twenty-first century skills. En P. Griffin, B. McGaw, & E. Care (Eds.), Assessment and teaching of 21st century skills (pp. 17-66). Springer. https://doi.org/10.1007/978-94-007-2324-5_2 DOI: https://doi.org/10.1007/978-94-007-2324-5_2
Chan, G. I., & Zaldívar, M. S. (2023). Factores que influyen en el desarrollo de habilidades blandas en la formación inicial de profesores. Publicando, 10(38), 54-65. https://doi.org/10.51528/rp.vol10.id2367 DOI: https://doi.org/10.51528/rp.vol10.id2367
Copertari, S., & de Souza, C. (2023). La educación en la era tecnológica: práctica de enseñanza mediada por las tecnologías digitales en la educación del siglo XXI. Educ@ção, 8(13), 1-15. https://doi.org/10.46616/rce.v8i13.94 DOI: https://doi.org/10.46616/rce.v8i13.94
Espinales, J. S. (2025). Inteligencia artificial: herramienta dinámica en el proceso de enseñanza-aprendizaje en la educación superior. Ciencia Latina, 9(1), 11824-11835. https://doi.org/10.37811/cl_rcm.v9i1.16755 DOI: https://doi.org/10.37811/cl_rcm.v9i1.16755
Espinoza-Freire, E. E. (2025). La investigación cuantitativa: fundamentos, características y aplicaciones en las ciencias sociales. Sociedad & Tecnología, 8(S3), 1283-1298. https://doi.org/10.51247/st.v8is3.47 DOI: https://doi.org/10.51247/st.v8iS3.47
Hernández-Ramos, J. P., & Sánchez-Prieto, J. C. (2025). La formación inicial y su impacto en la competencia digital de los futuros docentes. Education in the Knowledge Society, 26, 1-13. https://doi.org/10.14201/eks.31933 DOI: https://doi.org/10.14201/eks.31933
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education. Promises and implications for teaching and learning. Center for Curriculum Redesign. https://n9.cl/fhfzz DOI: https://doi.org/10.1007/978-3-319-60013-0_107-1
Hu, X., Xu, S., Tong, R., & Graesser, A. (2025). Generative AI in education: From foundational insights to the Socratic playground for learning. arXiv. https://doi.org/10.48550/arXiv.2501.06682
Kulik, J. A., & Fletcher, J. D. (2016). Effectiveness of intelligent tutoring systems: A meta-analytic review. Review of Educational Research, 86(1), 42-78. https://doi.org/10.3102/0034654315581420 DOI: https://doi.org/10.3102/0034654315581420
Ojeda, M. K., Eras, L. B., Meza, L. C., Quinaluisa, P. P., & Quinaluisa, M. E. (2025). Desarrollo de habilidades blandas en docentes en formación: comunicación, liderazgo, empatía y trabajo en equipo como competencias clave educativas. Ciencia Latina, 9(4), 11127-11144. https://doi.org/10.37811/cl_rcm.v9i4.19688 DOI: https://doi.org/10.37811/cl_rcm.v9i4.19688
Olivera, A. (2023). Desenvolvimento de habilidades interpessoais diante do avanço da inteligência artificial. SciELO Preprints. https://doi.org/10.1590/SciELOPreprints.6628 DOI: https://doi.org/10.1590/SciELOPreprints.6628
Ordoñez-Pacheco, Á. F. (2025). Metodología académica con aplicación a las investigaciones sociales: enfoques, tipos, métodos y diseños. Sociedad & Tecnología, 8(2), 335-357. https://doi.org/10.51247/st.v8i2.484 DOI: https://doi.org/10.51247/st.v8i2.484
Orrego, M. C., Aimacaña, C. J., López, A. G., & Mera, L. A. (2025). Tecnologías del Aprendizaje y el Conocimiento en la enseñanza de las ciencias experimentales en unidades educativas fiscales de Riobamba. Perspectivas Sociales y Administrativas, 3(1), 146-154. https://doi.org/10.61347/psa.v3i1.84 DOI: https://doi.org/10.61347/psa.v3i1.84
Pérez, O. J., & González, N. J. (2024). Formación docente para el uso de la inteligencia artificial. Ciencia Latina, 8(5), 11772-11788. https://doi.org/10.37811/cl_rcm.v8i5.14594 DOI: https://doi.org/10.37811/cl_rcm.v8i5.14594
Pinargote, M. A., Solorzano, C. V., Ruilova, N. A., & Bulgarín, R. M. (2024). Inteligencia artificial en el contexto de la formación docente. RECIAMUC, 7(4), 153-161. https://doi.org/10.26820/reciamuc/7.(4).oct.2023.153-161 DOI: https://doi.org/10.26820/reciamuc/7.(4).oct.2023.153-161
Ruiz, G. F., & Vasco, J. C. (2025). Integración de las tecnologías de la información y la comunicación (TIC) e inteligencia artificial (IA) en la formación docente. RITI, 13(29), 60-70. https://doi.org/10.36825/riti.13.29.006 DOI: https://doi.org/10.36825/RITI.13.29.006
Sánchez, M. E., Vásquez, A. E., Tanaka, C. A., & Santos, P. A. (2025). Diseño y validación de un instrumento para medir el uso pedagógico de la herramienta NotebookLM en estudiantes universitarios peruanos. Espacios, 46(06), 400-408. https://doi.org/10.48082/espacios-a25v46n06p34 DOI: https://doi.org/10.48082/espacios-a25v46n06p34
Vásquez, J. A. (2025). Uso de inteligencia artificial en la docencia universitaria desde la perspectiva de los profesores. Avances en Ciencia y Docencia, 2, 81-89. https://doi.org/10.70939/revistadiged.v2iespecial.54 DOI: https://doi.org/10.70939/revistadiged.v2iEspecial.54
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, 1-27. https://doi.org/10.1186/s41239-019-0171-0 DOI: https://doi.org/10.1186/s41239-019-0171-0
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Carlos Aimacaña Pinduisaca, Monserrat Orrego Riofrío, Erick Orlando Aimacaña Paredes, Edison Barba Tamayo
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
