Bloom's Taxonomy in the AI Era: Digital Competencies for Teacher Training

• Autores: Sanchez García, Andrea María, Álvarez Santos, Alexandra Paola, Zamora Arana , Marjorie Geoconda, Sanchez Macías , Wilson Oswaldo, Leon Reyes , Borys Bismark
• Formato: artículo
• Fecha de Publicación: 2025
• Institución: Universidad José Carlos Mariátegui
• Repositorio: Revista ciencia y tecnología para el desarrollo UJCM
• Lenguaje: español
• OAI Identifier: oai:ojs.revistas.ujcm.edu.pe:article/330
• Enlace del recurso: https://revistas.ujcm.edu.pe/index.php/rctd/article/view/330
• Nivel de acceso: acceso abierto
• Materia: Inteligencia artificial; Educación de la primera infancia; Tecnología de la educación; Desarrollo cognitivo; Evaluación educativa

The study examined how integrating artificial intelligence into classroom activities was associated with improved teaching and learning processes in early childhood education, considering effects on cognitive development, participation, and teaching practices; a mixed-method design with a comparison group was implemented in urban settings, an intentional sample of teachers and children was selected, didactic sequences mediated by educational technology were carried out over a defined period, and data were gathered through structured observation, analysis of children’s work, and semi-structured interviews, followed by methodological triangulation and thematic analysis; findings indicated links between pedagogical use of artificial intelligence and increased sustained attention, greater diversity of problem-solving strategies, and better self-regulation during guided tasks, alongside teacher reports of clearer pathways for feedback and adaptation, while barriers in training and infrastructure and ethical concerns about responsible use also emerged; in conclusion, pedagogical mediation with artificial intelligence proved relevant to enriching learning experiences when accompanied by professional development, explicit didactic criteria, and ethical safeguards, and institutional guidelines were recommended for continuous training, resource selection, and process-oriented evaluation.