Diseño y validación de un instrumento de evaluación sobre el uso pedagógico de la inteligencia artificial en la enseñanza de las Ciencias Sociales
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Abstract
This study aims to design, validate, and present an assessment instrument regarding the educational use of Artificial Intelligence (AI) in Social Science teaching. The theoretical framework is interdisciplinary and critical, comprising six dimensions: pedagogical, cognitive, technological, ethical, evaluative, and prospective. The questionnaire was subjected to a rigorous validation process, including expert judgment, cognitive interviews, exploratory factor analysis, internal reliability via Cronbach’s alpha, and convergent and discriminant validation with established tools (TPACK, DigCompEdu, AIA-Edu). Results reveal strong content validity, coherent factorial structure, internal consistency, and psychometric soundness. The study concludes that the proposed instrument is appropriate and rigorous for diagnostic, research, and formative purposes in educational contexts shaped by emerging technologies. Additionally, it addresses the ethical and epistemological implications of AI integration in Social Science education, highlighting both its opportunities and risks. Shaped by emerging technologies” por “mediated by emerging technologies” para coherencia conceptual.
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