Resumen

MERCHAN, Rubén; FONTAINES RUIZ, Tomás  y  GAETA, Cesar. Student perception of the competencies of teachers who integrate AI. Telos [online]. 2026, vol.28, n.1, pp.89-99.  Epub 05-Mayo-2026. ISSN 2343-5763.  https://doi.org/10.36390/telos281.09.

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.

Palabras clave : Teaching competencies; artificial intelligence; student perception; distributed agency; higher education.

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