Impacto de ChatGPT como estrategia didáctica para el desarrollo de competencias digitales en los estudiantes de Bachillerato Técnico

Abstract

Abstract: This study analyzes the impact of using ChatGPT as a didactic strategy to strengthen digital competences linked to problem solving among first-year Technical Baccalaureate students in Ecuador. A mixed-methods approach was applied, using a pretest posttest design and teacher interviews to assess changes in information, communication, content creation, safety, and problem solving. The intervention combined guided activities, pedagogically purposeful prompts, and responsible-use rules, prioritizing source verification, traceability, and well-argued decisions. Results show a shift toward higher performance levels, especially in diagnostic tasks, content reworking, and collaboration, while gaps remain in copyright, citation, and the standardization of good practices. In addition, students reported greater confidence when planning steps, comparing alternatives, and documenting their reasoning, although some still relied on outputs without questioning assumptions or tool limitations. The study recommends integrating rubrics, citation exemplars, and micro-workshops on licensing to consolidate students digital autonomy. Overall, findings indicate that teacher mediation, feedback, and process-based assessment are decisive for generative AI to support meaningful learning and the ethical, critical, and safe use of technology in the classroom.