ChatGPT como herramienta para el DUA: evidencias de una investigación-acción en España
DOI:
https://doi.org/10.55040/wfgggt49Palabras clave:
inteligencia artificial, Diseño Universal para el Aprendizaje, educación inclusiva, planificación docente, tecnología educativaResumen
La incorporación de la inteligencia artificial generativa en los procesos de planificación docente abre nuevas vías para la implementación práctica del Diseño Universal para el Aprendizaje en las aulas. Este estudio tiene como objetivo analizar el impacto de una herramienta ChatGPT personalizada —desarrollada en el marco del proyecto MoTICvate— sobre la eficiencia docente y la calidad de las actividades inclusivas generadas. Para ello se empleó un diseño de investigación-acción con métodos mixtos —el más adecuado para evaluar el impacto de una innovación pedagógica en contextos reales de aula—, en el que participaron 45 docentes de centros educativos españoles, comparando sistemáticamente la creación de actividades con y sin apoyo de inteligencia artificial. Los resultados evidencian reducciones de entre el 85% y el 95% en el tiempo de planificación, mejoras significativas en la confianza docente y un mayor cumplimiento de los principios del Diseño Universal para el Aprendizaje en las actividades producidas. Se concluye que la integración responsable de herramientas de inteligencia artificial generativa puede reducir sustancialmente la brecha entre el conocimiento teórico del Diseño Universal para el Aprendizaje y su aplicación cotidiana en el aula.
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Derechos de autor 2026 Elena Moreno Fuentes, Andrés García Pozas, Manuel Díaz Márquez
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