CRITERIA—Traceability and professional judgment in the use of generative artificial intelligence in the digital teaching portfolio—is a university teaching research project that examines how incorporating an explicit account of generative AI usage into the digital teaching portfolio can foster a culture of transparency and contribute to the development of students’ professional judgment.
Objective
To analyze the effects of incorporating this process narrative on the quality of professional reflection, the perception of evaluative fairness, anxiety associated with the use of artificial intelligence, and the reported usage patterns of students in initial teacher training.
Methodology
The project adopts a sequential explanatory mixed-methods design, comprising a quantitative phase and a qualitative phase. Participants will include students from the Primary Education, Early Childhood Education, Pedagogy, and Social Education degree programs at the University of Barcelona’s Faculty of Education. Data collection instruments and methods will include an analytical rubric, pre- and post-test questionnaires, digital portfolio analysis, semi-structured interviews, and field notes. Data will be analyzed using descriptive and inferential statistics, content analysis, reflexive thematic analysis, and triangulation of sources and researchers.
Header image by Pawel Czerwinski on Unsplash
Participating intitutions
University of Barcelona, through the Faculty of Education, with the participation of students from the Primary Education, Early Childhood Education, Pedagogy, and Social Education degree programs.
Research team
- Gustavo Herrera Urízar – lead researcher
- Carles Lindín
- Pablo Rivera Vargas
- Ezequiel Passeron
- Joan Anton Sánchez.
Programa de Recerca en Docència Universitària REDICE-26, gestionat per l’Institut de Desenvolupament Professional (IDP) de la UB. Codi REDICE26-4122.
