From the Traditional Classroom to the Digital Space: The Need for Digital Competences in Teaching for Learning

This article explores how digital interventions, guided by teachers, can best support learning objectives, as well as the importance of reflecting on the effectiveness of digital pedagogical strategies. In addition, the use of artificial intelligence (AI) to foster active, student-centred learning from prior knowledge will be addressed and experiences of teachers implementing AI in their classes will be consolidated.

Digital resources are a factor for increasing innovation and creativity in the classroom and their effectiveness lies in the ability of teachers to adapt them to the needs of their students from the personalisation of learning, which allows teachers to cater for different learning styles and paces, resulting in a more inclusive and effective process. This implementation of interactive platforms and digital resources can increase student motivation and engagement by providing academic encounters with greater participation, collaboration and development of evidence of learning, which are crucial elements for a meaningful process.

In this perspective of analysis, it is essential that educators reflect on the effectiveness and relevance of the chosen digital didactic strategies, where flexibility in methodology allows them to adjust interventions according to the response of students and evaluation is a process of continuous improvement, based on the impact of these strategies where it is essential to ensure that the learning objectives are met. It is here that teachers must be willing to adapt and be resilient in their approaches based on feedback and outcomes observed in the classroom.

Resources and use of AI in learning

Artificial intelligence is presented as a powerful tool to enhance student-centred learning through adaptive systems; AI can offer personalised learning experiences, adjusting content and activities to the individual needs of each student, this not only improves the understanding of academic content, but also encourages student autonomy in their learning process, where the integration of AI in the classroom can facilitate access to innovative and diversified educational resources, enriching the learning experience from the recommendations, suggestions and information that AI can provide as tutoring to students.

The problems of implementing these agile and dynamic digital methodologies and AIs are expressed in the challenges involving the digital divide, as not all students have access to the technology necessary to participate fully in an online learning environment or with the necessary technological resources. In addition, resistance to change on the part of some educators can limit the implementation of new methodologies, where lack of training and information in the use of digital tools can also be an obstacle to improved teaching and learning.

Among the possible solutions to address these issues, it is crucial to implement training programmes for teachers in digital competences that allow them to become familiar with technological tools and AI in the academy. In addition, policies should be developed to ensure equitable access to technology for all students, regardless of their socio-economic background, and to foster a culture of innovation in educational institutions by helping to overcome resistance to change and promoting the adoption of new student-centred pedagogical and didactic strategies and their needs to articulate learning processes based on students’ experiences.

For emphasis, the research article Academic prompt architecture for the use of artificial intelligence (AI) in Areandina: challenges, experiences and obstacles Link: https://revia.areandina.edu.co/index.php/IA/article/view/2258 by Kadier Torres Molina and Isadora Blanco addresses the elements necessary to understand the potential of AI in higher education and the needs in the training of teaching staff and students to understand the dynamics of the strategic use of Prompt to engage in a solid communication with AI to express the request in an idea form and thus, obtain the expected results.

In conclusion, enhancing teaching and learning activities through digital strategies and the use of artificial intelligence is a promising path towards a more inclusive and effective education. The key lies in the proper management of these tools, the continuous reflection on their effectiveness and the willingness to adapt to the needs of learners. By addressing existing issues and finding effective solutions, the educational landscape can be transformed, benefiting both educators and students.