Teaching competencies for integrating artificial intelligence with ethical and inclusive standards
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This article analyzes the teaching competencies required to integrate artificial intelligence in education through ethical and inclusive criteria, recognizing that these technologies increasingly influence planning, feedback, assessment, and learning personalization. The study was developed as an exploratory literature review, based on academic publications, books, institutional reports, and reference frameworks preferably published between 2017 and 2025. The information was organized through an analytical matrix and examined using narrative and thematic synthesis. The findings identify three central dimensions: teacher literacy in artificial intelligence, ethical competence for the responsible use of data, bias prevention, privacy protection, and academic authorship, and inclusive competence aimed at designing accessible, equitable, and diversity-sensitive learning experiences. The review shows that artificial intelligence can strengthen educational processes when used with pedagogical intentionality, human supervision, and educational justice criteria; however, it may also deepen inequalities if adopted uncritically. It is concluded that teacher training must move beyond technical instruction and promote a critical, ethical, inclusive, and human-centered integration of artificial intelligence.
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