Antonio Palacios-Rodríguez
Biographic Data
| ID | 1525692 |
|---|---|
| NAME | Antonio Palacios-Rodríguez |
| GIVEN NAMES | Antonio |
| FAMILY NAME | Palacios-Rodríguez |
| SIGNATURE | PALACIOS-RODRÍGUEZ A |
| AFFILIATIONS | Universidad de Sevilla |
| ORCID | 0000-0002-0689-6317 |
| VERIFIED | Yes |
| TOTAL WORKS | 29 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 29 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Ethical and Responsible Use of Generative Artificial Intelligence by University Students
The rapid emergence of generative artificial intelligence (GAI) in higher education makes it necessary to guide its use on the basis of ethical principles and responsible practices. The aim of this study was to validate the Questionnaire on Responsible and Ethical Practices in the Academic Use of Artificial Intelligence (CPREUA-IA) for university students. The expert judgement method was employed, with the Expert Competence Coefficient (ECC) used…
Competencia digital e inteligencia artificial
Considerando el impacto de la inteligencia artificial (IA) en la educación, es preciso que los implicados en el proceso de enseñanza-aprendizaje mejoren sus habilidades digitales para su correcto uso. El propósito de este trabajo fue validar un cuestionario para evaluar la competencia digital en IA (DigCompIA) en alumnado de Educación Secundaria. Se utilizó el método de juicio de expertos, aplicando el Coeficiente de Competencia Experta (CCE) par…
Emotional Intelligence, Immediate Auditory Memory, and ICT in Primary Education
This study examines the relationship between Emotional Intelligence (EI) and Immediate Auditory Memory (IAM) in primary-school students aged 10–12 years. Through a neuroeducational perspective, it explores how emotional competencies, particularly emotional meta-knowledge, interact with cognitive retention processes. Standardized instruments were administered to a sample of 175 students from schools in Southern Spain. The findings indicate a posit…
Aceptación de ChatGPT en Educación Superior
The incorporation of artificial intelligence into education is transforming teaching and learning processes, generating the need to understand how students perceive and accept these new technologies. The purpose of this study was to evaluate the acceptance of ChatGPT among university students. The research included 254 students, mostly between 18 and 20 years old. Using an ex post facto methodology, the relationships between the variables of the …
Validation of a Scale on University Teaching Quality in the Area of Mathematics
This study examines the quality of university teaching in Mathematics, focusing on the evolution of teaching performance from students’ perspectives. It highlights the importance of adhering to quality standards to enhance teaching, research, and administrative processes, guided by the Andalusian Knowledge Agency. Key factors analyzed include effectiveness, planning, classroom performance, tutorials, and the use of bibliographic materials, using …
A Structural Model of Distance Education Teachers’ Digital Competencies for Artificial Intelligence
Integrating Artificial Intelligence (AI) into education poses new challenges and opportunities, particularly in the training of university professors, where Teaching Digital Competence (TDC) emerges as a key factor to leverage its potential. The aim of this study was to evaluate a structural model designed to measure TDC in relation to the educational use of AI. A quantitative methodology was applied using a validated questionnaire distributed th…
Conocimiento de la Inteligencia Artificial Generativa del profesorado. Modelo predictivo basado en el TPACK para la integración ética de la Inteligencia Artificial Generativa en la Educación Superior
La Inteligencia Artificial Generativa (IAGen) se ha incorporado rápidamente en la educación, aportando personalización, tutoría automatizada y evaluaciones más eficientes, pero también generando retos éticos como el sesgo, la privacidad y la integridad académica, que requieren una formación docente informada. Este estudio buscó validar un modelo predictivo que explica la relación entre las dimensiones del modelo TPACK adaptadas a la IAGen y la Ev…
Using WhatsApp in Distance Education
WhatsApp has gained relevance in distance higher education due to its accessibility and ease of use, making it a valuable tool for academic support. This study analyzes the use of WhatsApp in this context, considering sociodemographic variables and factors such as subject and group size. The sample included 127 students from an Ecuadorian university, belonging to two subjects from different areas. With a multivariate quantitative approach, this s…
Digital Teaching Competence Regarding Foreign Languages and Learning Modes at Official Language Schools in Andalusia (Spain)
Despite the limited academic focus on the context of Official Language Schools (OLSs), these institutions play a crucial role in the formal education system, which are exclusively dedicated to foreign language teaching across various modalities in Andalusia, where ten different languages are taught. The main aim of this study is to perform an analysis the following two specific aspects: first, a descriptive analysis of the digital competence of 1…
Relationship Between Attachment and Social Skills in Adulthood Education in the Digital Society
In the midst of the Knowledge Society, where social interactions, contact, and the establishment of relationships—whether face to face or through the use of new technologies—prevail, isolation is detected as a consequence of the global COVID-19 pandemic, due to which both interpersonal relationships and attachment bonds are negatively affected. It is for all this that the need arises in this study to analyze the possible existence of a correlatio…
Teaching with Artificial Intelligence
The remarkable advance of AI, especially after the introduction of ChatGPT3 in the educational field, has stimulated research on attitudes, levels of acceptance, available training and the impact of pedagogical beliefs on the use or rejection of AI by students and teachers. The aim of this study is to analyze the degree of acceptance of Educational Artificial Intelligence (DAI) by teachers, its use and and the factors influencing these decisions.…
Enseñar con Inteligencia Artificial
El notable avance de la IA, especialmente tras la introducción de ChatGPT3 en el ámbito educativo, ha estimulado investigaciones sobre las actitudes, niveles de aceptación, formación disponible y el impacto de las creencias pedagógicas en el uso o rechazo de la IA por parte del alumnado y del profesorado. El objetivo de este estudio es analizar el grado de aceptación dela Inteligencia Artificial Educativa (IAEd) por parte del profesorado, su uso …
Acceptance of Educational Artificial Intelligence by Teachers and Its Relationship with Some Variables and Pedagogical Beliefs
This study explores teachers’ acceptance of artificial intelligence in education (AIEd) and its relationship with various variables and pedagogical beliefs. Conducted at the Universidad Técnica Particular de Loja (UTPL, Ecuador), the research surveyed 425 teachers across different disciplines and teaching modalities. The UTAUT2 model analyzed dimensions like performance expectations, effort expectations, social influence, facilitating conditions,…
Diagnosis of TPACK in Elementary School Teachers
Numerous studies support that the development of digital teaching competence is essential in 21st century schools. This paper examines Technological Pedagogical Content Knowledge (TPACK) to gain a deeper understanding of ICT integration in teaching. By assessing TPACK, we uncover opportunities to enhance teacher competencies and, consequently, improve student learning. This research evaluated the initial TPACK of primary school teachers from a pu…
Validation Using Structural Equations of the “Cursa-T” Scale to Measure Research and Digital Competencies in Undergraduate Students
Research competencies are considered essential in fields such as science, academia, and technology, and this research seeks to provide a reliable tool to evaluate them. Therefore, the main objective of this study is to validate the “Cursa-T” scale through an exploratory and confirmatory factor analysis, as well as through structural equations, to ensure that the data collected fit the proposed theoretical model. The study sample consists of 1104 …
Development of the teacher’s technological pedagogical content knowledge (TPACK) from the Lesson Study
A systematic review is presented with the purpose of exploring the trends associated with the development of technological pedagogical content knowledge (TPACK) from Lesson Study. In the 21st century, technology established a complex and necessary relationship with different sectors of society, enabling different conceptual and practical models for the incorporation of technologies in teaching. TPACK was one of the most outstanding. In this persp…
Development of Digital Teaching Competence
The development of digital teaching competence is one of the fundamental requirements of what is known as the “knowledge society”. With the aim of evaluating, from an expert point of view, the design of a training itinerary oriented to the training development of non-university teachers under the t-MOOC architecture for the improvement of digital teaching competence (DTC), the following quantitative research is presented. For this purpose, a quan…
Digital Innovation in Language Teaching—Analysis of the Digital Competence of Teachers according to the DigCompEdu Framework
The utilization of technology in the process of teaching and learning, as well as the influence of the COVID-19 crisis on education, are widely recognized and interconnected factors. This investigation is primarily focused on a group of formal education teachers who have received little attention to date, teachers from Official Language Schools, which are a part of the Special Regime Education system of Andalucía, a southern region of Spain, whic…
T-Mooc, cognitive load and performance
The study of cognitive load allows us to investigate the effectiveness of any training proposal mediated by technology. This paper presents the results of the implementation of a t-MOOC produced following the DigCompEdu Framework of the European Union. The participants are a group of students (n= 148) from the first year of the Pedagogy Degree (University of Seville) of the Educational Technology subject. To do this, the level of cognitive load i…
Degree of Acceptance of Virtual Reality by Health Sciences Students
Virtual Reality (VR) is an emerging technology with educational benefits demonstrated in numerous studies. Its integration into the curriculum implies the use of cognitive resources by students and the training of digital skills by teachers. The objective of this study is to determine the degree of acceptance of students with learning objects produced in VR and in 360°, as well as to analyze their evaluation and the established relationships. A s…
Nativos e inmigrantes digitales en el contexto de la Covid-19
En el contexto de la COVID-19 han ocurrido diferentes cambios y tensiones en el Sistema Educativo producto de varios factores. La rápida y fuerte transición hacia una formación a distancia apoyada eminentemente en la tecnología, aflorando debilidades en el Sistema Educativo derivadas de la formación del profesorado, la falta de tecnología, carencia de recursos educativos para ser utilizados en la formación virtual a distancia y falta de credibili…
T-Mooc for Initial Teacher Training in Digital Competences
Massive open online courses (MOOCs) are perceived as emerging technologies for training and innovation in the educational context. They have become approaches for distance education in the face of the new challenges, changes, and crises experienced by the COVID-19 pandemic. They represent, in turn, new emerging opportunities as a response to the United Nations recommendations for open education and the development of sustainable goals. The presen…
Teachers' digital competence to assist students with functional diversity
We are experiencing a serious health crisis due to COVID‐19 that has a major impact on the field of education. The educational system therefore needs to be updated and innovated, with the addition of digital resources, to adapt the teaching and learning processes to students with disabilities. To meet the goal of high‐quality education, teachers must have adequate digital competence to face the educational demands that are placed on them. Therefo…
Pedagogical Patterns for tMooc as a Social Technology of Relationship
Information communication technologies, as technologies of human relations (ICRT), are linked with pedagogical patterns. Co-design, as a dialogic, participatory, and relational process, leads task based Massive Open Online Course (tMOOC) to justify the use of ICRT for lifelong learning. From sociocultural constructivism principles, patterns offer possibilities for participation by collaborating with professionals (teachers, designers, researchers…
Teaching Innovation in the Development of Professional Practices
The development of professional practices during the university stage is a fundamental factor for quality skills development. For many students, it is the first real experience in a professional context, so continuous monitoring by teachers is necessary. This article presents an innovative proposal to develop the follow-up of the professional practices of the degree in Primary Education, and two Masters’ in Psychopedagogy and Special Educational …
Nativos e inmigrantes digitales en el contexto de la Covid-19
En el contexto de la COVID-19 han ocurrido diferentes cambios y tensiones en el Sistema Educativo producto de varios factores. La rápida y fuerte transición hacia una formación a distancia apoyada eminentemente en la tecnología, aflorando debilidades en el Sistema Educativo derivadas de la formación del profesorado, la falta de tecnología, carencia de recursos educativos para ser utilizados en la formación virtual a distancia y falta de credibili…
Marcos de Competencias Digitales para docentes universitarios
Las tecnologías se encuentran en el centro de una de las transformaciones más radicales que se han producido en la enseñanza universitaria, reclamando la atención del profesorado y de planes de formación del profesorado. Diferentes instituciones han propuesto una serie de marcos competenciales sobre las competencias prioritarias en las cuales deben formarse los docentes. El objetivo del trabajo es mediante juicio de expertos, elegir un marco de c…
Marcos de Competencias Digitales para docentes universitarios
Las tecnologías se encuentran en el centro de una de las transformaciones más radicales que se han producido en la enseñanza universitaria, reclamando la atención del profesorado y de planes de formación del profesorado. Diferentes instituciones han propuesto una serie de marcos competenciales sobre las competencias prioritarias en las cuales deben formarse los docentes. El objetivo del trabajo es mediante juicio de expertos, elegir un marco de c…
Marcos de Competencias Digitales para docentes universitarios
Las tecnologías se encuentran en el centro de una de las transformaciones más radicales que se han producido en la enseñanza universitaria, reclamando la atención del profesorado y de planes de formación del profesorado. Diferentes instituciones han propuesto una serie de marcos competenciales sobre las competencias prioritarias en las cuales deben formarse los docentes. El objetivo del trabajo es mediante juicio de expertos, elegir un marco de c…
Teaching Innovation in the Development of Professional Practices
The development of professional practices during the university stage is a fundamental factor for quality skills development. For many students, it is the first real experience in a professional context, so continuous monitoring by teachers is necessary. This article presents an innovative proposal to develop the follow-up of the professional practices of the degree in Primary Education, and two Masters’ in Psychopedagogy and Special Educational …
Jugamos o gamificamos? Diseño y evaluación de experiencia formativa para la mejora de las competencias digitales del profesorado universitario
En los últimos años, estudios realizados en el ámbito educativo concluyen que la gamificación ofrece numerosas ventajas tanto para los profesores como para los estudiantes. En este sentido, este enfoque es trabajado en la universidad para desarrollar habilidades necesarias para el futuro profesional del alumnado, así como aumentar su compromiso en las asignaturas. En consecuencia, la formación diseñada y seleccionada para los docentes es fundamen…
Comparative European DigCompEdu Framework (JRC) and Common Framework for Teaching Digital Competence (Intef) through expert judgment
Digital technology, as one of the elements of the Knowledge Society, assumes a determining role in educational systems, where the role of teachers is fundamental. Along these lines, different institutions support the importance of teaching digital skills, proposing models and conceptual frameworks. In them, the knowledge and skills that teachers must develop are classified, combining technological, professional, organizational and pedagogical cap…
T-Mooc for Initial Teacher Training in Digital Competences
Massive open online courses (MOOCs) are perceived as emerging technologies for training and innovation in the educational context. They have become approaches for distance education in the face of the new challenges, changes, and crises experienced by the COVID-19 pandemic. They represent, in turn, new emerging opportunities as a response to the United Nations recommendations for open education and the development of sustainable goals. The presen…
Teachers' digital competence to assist students with functional diversity
We are experiencing a serious health crisis due to COVID‐19 that has a major impact on the field of education. The educational system therefore needs to be updated and innovated, with the addition of digital resources, to adapt the teaching and learning processes to students with disabilities. To meet the goal of high‐quality education, teachers must have adequate digital competence to face the educational demands that are placed on them. Therefo…
Pedagogical Patterns for tMooc as a Social Technology of Relationship
Information communication technologies, as technologies of human relations (ICRT), are linked with pedagogical patterns. Co-design, as a dialogic, participatory, and relational process, leads task based Massive Open Online Course (tMOOC) to justify the use of ICRT for lifelong learning. From sociocultural constructivism principles, patterns offer possibilities for participation by collaborating with professionals (teachers, designers, researchers…
Development of the teacher’s technological pedagogical content knowledge (TPACK) from the Lesson Study
A systematic review is presented with the purpose of exploring the trends associated with the development of technological pedagogical content knowledge (TPACK) from Lesson Study. In the 21st century, technology established a complex and necessary relationship with different sectors of society, enabling different conceptual and practical models for the incorporation of technologies in teaching. TPACK was one of the most outstanding. In this persp…
Development of Digital Teaching Competence
The development of digital teaching competence is one of the fundamental requirements of what is known as the “knowledge society”. With the aim of evaluating, from an expert point of view, the design of a training itinerary oriented to the training development of non-university teachers under the t-MOOC architecture for the improvement of digital teaching competence (DTC), the following quantitative research is presented. For this purpose, a quan…
Digital Innovation in Language Teaching—Analysis of the Digital Competence of Teachers according to the DigCompEdu Framework
The utilization of technology in the process of teaching and learning, as well as the influence of the COVID-19 crisis on education, are widely recognized and interconnected factors. This investigation is primarily focused on a group of formal education teachers who have received little attention to date, teachers from Official Language Schools, which are a part of the Special Regime Education system of Andalucía, a southern region of Spain, whic…
T-Mooc, cognitive load and performance
The study of cognitive load allows us to investigate the effectiveness of any training proposal mediated by technology. This paper presents the results of the implementation of a t-MOOC produced following the DigCompEdu Framework of the European Union. The participants are a group of students (n= 148) from the first year of the Pedagogy Degree (University of Seville) of the Educational Technology subject. To do this, the level of cognitive load i…
Degree of Acceptance of Virtual Reality by Health Sciences Students
Virtual Reality (VR) is an emerging technology with educational benefits demonstrated in numerous studies. Its integration into the curriculum implies the use of cognitive resources by students and the training of digital skills by teachers. The objective of this study is to determine the degree of acceptance of students with learning objects produced in VR and in 360°, as well as to analyze their evaluation and the established relationships. A s…
Nativos e inmigrantes digitales en el contexto de la Covid-19
En el contexto de la COVID-19 han ocurrido diferentes cambios y tensiones en el Sistema Educativo producto de varios factores. La rápida y fuerte transición hacia una formación a distancia apoyada eminentemente en la tecnología, aflorando debilidades en el Sistema Educativo derivadas de la formación del profesorado, la falta de tecnología, carencia de recursos educativos para ser utilizados en la formación virtual a distancia y falta de credibili…
Acceptance of Educational Artificial Intelligence by Teachers and Its Relationship with Some Variables and Pedagogical Beliefs
This study explores teachers’ acceptance of artificial intelligence in education (AIEd) and its relationship with various variables and pedagogical beliefs. Conducted at the Universidad Técnica Particular de Loja (UTPL, Ecuador), the research surveyed 425 teachers across different disciplines and teaching modalities. The UTAUT2 model analyzed dimensions like performance expectations, effort expectations, social influence, facilitating conditions,…
Diagnosis of TPACK in Elementary School Teachers
Numerous studies support that the development of digital teaching competence is essential in 21st century schools. This paper examines Technological Pedagogical Content Knowledge (TPACK) to gain a deeper understanding of ICT integration in teaching. By assessing TPACK, we uncover opportunities to enhance teacher competencies and, consequently, improve student learning. This research evaluated the initial TPACK of primary school teachers from a pu…
Validation Using Structural Equations of the “Cursa-T” Scale to Measure Research and Digital Competencies in Undergraduate Students
Research competencies are considered essential in fields such as science, academia, and technology, and this research seeks to provide a reliable tool to evaluate them. Therefore, the main objective of this study is to validate the “Cursa-T” scale through an exploratory and confirmatory factor analysis, as well as through structural equations, to ensure that the data collected fit the proposed theoretical model. The study sample consists of 1104 …
Validation of a Scale on University Teaching Quality in the Area of Mathematics
This study examines the quality of university teaching in Mathematics, focusing on the evolution of teaching performance from students’ perspectives. It highlights the importance of adhering to quality standards to enhance teaching, research, and administrative processes, guided by the Andalusian Knowledge Agency. Key factors analyzed include effectiveness, planning, classroom performance, tutorials, and the use of bibliographic materials, using …
A Structural Model of Distance Education Teachers’ Digital Competencies for Artificial Intelligence
Integrating Artificial Intelligence (AI) into education poses new challenges and opportunities, particularly in the training of university professors, where Teaching Digital Competence (TDC) emerges as a key factor to leverage its potential. The aim of this study was to evaluate a structural model designed to measure TDC in relation to the educational use of AI. A quantitative methodology was applied using a validated questionnaire distributed th…
Conocimiento de la Inteligencia Artificial Generativa del profesorado. Modelo predictivo basado en el TPACK para la integración ética de la Inteligencia Artificial Generativa en la Educación Superior
La Inteligencia Artificial Generativa (IAGen) se ha incorporado rápidamente en la educación, aportando personalización, tutoría automatizada y evaluaciones más eficientes, pero también generando retos éticos como el sesgo, la privacidad y la integridad académica, que requieren una formación docente informada. Este estudio buscó validar un modelo predictivo que explica la relación entre las dimensiones del modelo TPACK adaptadas a la IAGen y la Ev…
Using WhatsApp in Distance Education
WhatsApp has gained relevance in distance higher education due to its accessibility and ease of use, making it a valuable tool for academic support. This study analyzes the use of WhatsApp in this context, considering sociodemographic variables and factors such as subject and group size. The sample included 127 students from an Ecuadorian university, belonging to two subjects from different areas. With a multivariate quantitative approach, this s…
Digital Teaching Competence Regarding Foreign Languages and Learning Modes at Official Language Schools in Andalusia (Spain)
Despite the limited academic focus on the context of Official Language Schools (OLSs), these institutions play a crucial role in the formal education system, which are exclusively dedicated to foreign language teaching across various modalities in Andalusia, where ten different languages are taught. The main aim of this study is to perform an analysis the following two specific aspects: first, a descriptive analysis of the digital competence of 1…
Relationship Between Attachment and Social Skills in Adulthood Education in the Digital Society
In the midst of the Knowledge Society, where social interactions, contact, and the establishment of relationships—whether face to face or through the use of new technologies—prevail, isolation is detected as a consequence of the global COVID-19 pandemic, due to which both interpersonal relationships and attachment bonds are negatively affected. It is for all this that the need arises in this study to analyze the possible existence of a correlatio…
Teaching with Artificial Intelligence
The remarkable advance of AI, especially after the introduction of ChatGPT3 in the educational field, has stimulated research on attitudes, levels of acceptance, available training and the impact of pedagogical beliefs on the use or rejection of AI by students and teachers. The aim of this study is to analyze the degree of acceptance of Educational Artificial Intelligence (DAI) by teachers, its use and and the factors influencing these decisions.…
Enseñar con Inteligencia Artificial
El notable avance de la IA, especialmente tras la introducción de ChatGPT3 en el ámbito educativo, ha estimulado investigaciones sobre las actitudes, niveles de aceptación, formación disponible y el impacto de las creencias pedagógicas en el uso o rechazo de la IA por parte del alumnado y del profesorado. El objetivo de este estudio es analizar el grado de aceptación dela Inteligencia Artificial Educativa (IAEd) por parte del profesorado, su uso …
Psychology (18 works) · Computer Science (14 works) · Educational Innovations and Technology (14 works) · Digital literacy in education (13 works) · Mathematics education (13 works) · E-Learning and Knowledge Management (11 works) · Pedagogy (11 works) · Sociology (9 works) · Political science (6 works) · Cognition (5 works)