Teaching Competencies for Integrating Artificial Intelligence into Teaching and Learning Processes: A Model for Pedagogical Transformation

Abstract

Artificial intelligence is transforming teaching and learning processes by expanding opportunities to generate content, adapt resources, provide feedback, analyse information and support a range of academic activities. This technological expansion, however, highlights a gap between the availability of intelligent systems and the professional competencies required to integrate them appropriately into educational practice. The study aimed to determine and analyse the professional competencies required by teachers to integrate artificial intelligence in a pedagogically appropriate, critical and ethical manner, with the purpose of establishing the components of a model oriented towards the transformation of pedagogical practices. A qualitative approach and systematic documentary review design were adopted, applying the PRISMA method to the period from 2019 to 2026 and using Microsoft Excel to organise, refine and analyse the information. The findings established that teacher competence in artificial intelligence extended beyond the instrumental use of technological tools and constituted a multidimensional professional capacity. This capacity integrated technological knowledge, pedagogical judgement, subject-specific expertise, critical thinking and ethical responsibility, together with the ability to assess the appropriateness of intelligent systems, monitor their outputs and guide their use towards educational purposes. The proposed model positioned these competencies as interconnected elements for promoting critical, responsible and innovative educational transformation.