Percepciones de los profesores de inglés ecuatorianos sobre la inteligencia artificial: ¿Oportunidad o Amenaza?
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El presente estudio analizó las percepciones de 62 docentes universitarios de inglés de cuatro instituciones públicas de educación superior del Ecuador —Universidad Agraria del Ecuador (UAE), Universidad de Guayaquil (UG), Universidad Estatal Península de Santa Elena (UPSE) y Universidad Estatal de Milagro (UNEMI)— sobre la inteligencia artificial (IA) en su práctica pedagógica, desde un enfoque cuantitativo descriptivo. Se aplicó un cuestionario Likert de 25 ítems distribuidos en cinco dimensiones: conocimiento sobre IA, actitudes, percepción de oportunidades, percepción de amenazas y disposición para la integración. Los resultados revelaron una tendencia predominantemente positiva (M = 3.84–4.09 en las dimensiones de actitudes y oportunidades), con ambivalencia moderada en la dimensión de conocimiento (M = 3.38) y baja percepción de amenazas (M = 2.95). Los docentes valoran especialmente el potencial de la IA para personalizar el aprendizaje y optimizar la creación de materiales, aunque el 58.1% expresó necesidad de formación específica. Se concluye que los docentes universitarios de inglés en Ecuador perciben la IA principalmente como una oportunidad pedagógica, sujeta a una integración crítica y formativamente fundamentada
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