Uso de la inteligencia artificial para docentes de la asignatura de Lengua y Literatura

Abstract

Abstract: The study aimed to propose integrative strategies for curriculum planning in the subject of Language and Literature through the pedagogical use of generative artificial intelligence (GAI), articulated with the principles of Universal Design for Learning (UDL), among upper-secondary (Bachillerato) teachers in Quito s Northern District (2023 2025). It was conducted in a school setting using a purposive sample comprising subject-area teachers and academic/pedagogical authorities, with the purpose of describing authentic planning practices, identifying institutional barriers and facilitators, and grounding a contextualized proposal. A mixed-methods approach with a convergent design was adopted, combining a structured questionnaire administered to teachers with semi-structured interviews with school leaders. Pretest posttest comparative analyses showed descriptive improvements in the use of GAI to develop resources, sequence learning activities, and generate alternative means of representation and action aligned with UDL; moreover, inferential analyses indicated statistically significant differences and large effect sizes across the evaluated indicators. Overall, integrating GAI into curriculum planning is feasible when guided by pedagogical, ethical, and inclusive criteria.