<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1317-0570</journal-id>
<journal-title><![CDATA[Telos]]></journal-title>
<abbrev-journal-title><![CDATA[Telos]]></abbrev-journal-title>
<issn>1317-0570</issn>
<publisher>
<publisher-name><![CDATA[Universidad Dr. Rafael Belloso Chacín]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1317-05702026000100089</article-id>
<article-id pub-id-type="doi">10.36390/telos281.09</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[PERCEPCIÓN DE LOS ESTUDIANTES SOBRE LAS COMPETENCIAS DE LOS PROFESORES QUE USAN IA]]></article-title>
<article-title xml:lang="en"><![CDATA[Student perception of the competencies of teachers who integrate AI]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Merchán]]></surname>
<given-names><![CDATA[Rubén]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fontaines Ruiz]]></surname>
<given-names><![CDATA[Tomás]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gaeta]]></surname>
<given-names><![CDATA[Cesar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Técnica de Machala  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Técnica de Machala Facultad de Ciencias Empresariales ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Guadalajara  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2026</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2026</year>
</pub-date>
<volume>28</volume>
<numero>1</numero>
<fpage>89</fpage>
<lpage>99</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S1317-05702026000100089&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S1317-05702026000100089&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S1317-05702026000100089&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo sitúa la discusión sobre el docente que integra IA en un marco donde la legitimidad profesional depende menos de destrezas instrumentales y más del gobierno visible de la co-agencia humano-IA. Con el objetivo de identificar, desde la percepción estudiantil, las competencias que sostienen esa legitimidad, se realizó un estudio cualitativo con narrativas de 3,120 estudiantes de la Universidad de Guadalajara (México) y la Universidad Técnica de Machala (Ecuador). Se aplicó una pregunta abierta y se efectuó análisis de contenido siguiendo criterios de Krippendorff. Los resultados muestran un encadenamiento de cuatro competencias: (1) relación pedagógica y empoderamiento (personalización y feedback con criterios y límites explícitos); (2) dominio técnico-operativo (diseño y auditoría de flujos con IA, curaduría y documentación); (3) curaduría de conocimiento y diseño didáctico con IA: claridad e innovación (traducción de evidencia reciente y diversa en secuencias comprensibles y experiencias activas); y (4) humanización del saber y reflexión ética (transparencia, puntos no delegables y explicabilidad de decisiones). Se concluye que estas competencias expresan el paso de la &#8220;competencia digital&#8221; a una agencia distribuida gobernada: la IA amplía capacidades, mientras el juicio pedagógico las ordena y orienta.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article places the discussion of teachers who integrate AI within a framework where professional legitimacy depends less on instrumental skills and more on the visible governance of human-AI co-agency. To identify the competencies that sustain this legitimacy from the student perspective, a qualitative study was conducted with narratives from 3,120 students from the University of Guadalajara (Mexico) and the Technical University of Machala (Ecuador). An open-ended question was asked, and content analysis was performed following the Krippendorff criteria. The results show a linkage of four competencies: (1) pedagogical relationship and empowerment (personalization and feedback with explicit criteria and limits); (2) technical-operational mastery (design and auditing of flows with AI, curation, and documentation); (3) knowledge curation and didactic design with AI: clarity and innovation (translation of recent and diverse evidence into understandable sequences and active experiences); and (4) humanization of knowledge and ethical reflection (transparency, non-delegable points, and explainability of decisions). It is concluded that these competencies express the transition from "digital competence" to a governed distributed agency: AI expands capabilities, while pedagogical judgment organizes and guides.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Competencias docentes]]></kwd>
<kwd lng="es"><![CDATA[inteligencia artificial]]></kwd>
<kwd lng="es"><![CDATA[percepción estudiantil]]></kwd>
<kwd lng="es"><![CDATA[agencia distribuida]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="en"><![CDATA[Teaching competencies]]></kwd>
<kwd lng="en"><![CDATA[artificial intelligence]]></kwd>
<kwd lng="en"><![CDATA[student perception]]></kwd>
<kwd lng="en"><![CDATA[distributed agency]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
</kwd-group>
</article-meta>
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