Didactic Sustainability, Algorithmic Ethics, and Immersive Technologies in Initial Teacher Training: A Macro-Institutional Synthesis
DOI:
https://doi.org/10.63688/desarrollo.v3.i1.23Keywords:
artificial intelligence, augmented reality, initial teacher training, algorithmic ethics, didactic sustainability.Abstract
The incorporation of generative artificial intelligence and immersive technologies in teacher training opens up new possibilities for planning more dynamic, contextualized and sustainable classes. However, their use also requires a critical look, especially when digital tools produce general activities that do not always respond to the reality of public schools. This study analyzed the combined use of artificial intelligence, augmented reality and pedagogical curatorship in the elaboration of didactic sequences by teachers in training at the Meritorious Veracruz Normal School "Enrique C. Rébsamen". We worked with six teachers in training, 30 didactic sequences and 185 primary school students from six public institutions in Xalapa, Veracruz. The research had a mixed approach and made it possible to compare the planning time, the level of adaptation of the proposals and the use of material resources before and after the intervention. The results showed a reduction in weekly planning time from 10.4 to 5.2 hours, a significant improvement in the contextualization and inclusion of sequences, and a 40% decrease in the use of printed inputs. Greater student attention was also observed during activities supported by immersive resources. It is concluded that these technologies can strengthen initial teacher training when they are not used automatically, but as a support to think, adapt and improve teaching from ethical, inclusive and situated criteria.References
Al-Ansi, A. M., Jaboob, M., Garad, A., & Al-Ansi, A. (2023). Analyzing augmented reality (AR) and virtual reality (VR) recent development in education. Social Sciences & Humanities Open, 8(1), 100532. https://doi.org/10.1016/j.ssaho.2023.100532
AlBlooshi, S. (2026). Artificial intelligence in higher education, opportunities, and challenges: A review. Frontiers in Education, 10, 1683968. https://doi.org/10.3389/feduc.2025.1683968
Almasri, F. (2024). Exploring the impact of artificial intelligence in teaching and learning of science: A systematic review of empirical research. Research in Science Education, 54, 977–997. https://doi.org/10.1007/s11165-024-10176-3
Archambault, S. G., Ramachandran, S., Acosta, E., & Fu, S. (2024). Ethical dimensions of algorithmic literacy for college students: Case studies and cross-disciplinary connections. The Journal of Academic Librarianship, 50(3), 102865. https://doi.org/10.1016/j.acalib.2024.102865
Burbules, N. C., Fan, G., & Repp, P. (2020). Five trends of education and technology in a sustainable future. Geography and Sustainability, 1(2), 93–97. https://doi.org/10.1016/j.geosus.2020.05.001
Candido, V., & Cattaneo, A. (2025). Applying cognitive theory of multimedia learning principles to augmented reality and its effects on cognitive load and learning outcomes. Computers in Human Behavior Reports, 18, 100678. https://doi.org/10.1016/j.chbr.2025.100678
Ding, A.-C. E., Shi, L., Yang, H., & Choi, I. (2024). Enhancing teacher AI literacy and integration through different types of cases in teacher professional development. Computers and Education Open, 6, 100178. https://doi.org/10.1016/j.caeo.2024.100178
Galindo-Domínguez, H., Delgado, N., Campo, L., & Losada, D. (2024). Relationship between teachers’ digital competence and attitudes towards artificial intelligence in education. International Journal of Educational Research, 126, 102381. https://doi.org/10.1016/j.ijer.2024.102381
Hanna, M. G., Pantanowitz, L., Jackson, B., Palmer, O., Visweswaran, S., Pantanowitz, J., Deebajah, M., & Rashidi, H. H. (2025). Ethical and bias considerations in artificial intelligence/machine learning. Modern Pathology, 38(3), 100686. https://doi.org/10.1016/j.modpat.2024.100686
Idowu, J. A., Koshiyama, A. S., & Treleaven, P. (2024). Investigating algorithmic bias in student progress monitoring. Computers and Education: Artificial Intelligence, 7, 100267. https://doi.org/10.1016/j.caeai.2024.100267
Jin, Y., Yan, L., Echeverria, V., Gašević, D., & Martinez-Maldonado, R. (2025). Generative AI in higher education: A global perspective of institutional adoption policies and guidelines. Computers and Education: Artificial Intelligence, 8, 100348. https://doi.org/10.1016/j.caeai.2024.100348
Kazlaris, G. C., Keramopoulos, E., Bratsas, C., & Kokkonis, G. (2025). Augmented reality in education through collaborative learning: A systematic literature review. Multimodal Technologies and Interaction, 9(9), 94. https://doi.org/10.3390/mti9090094
Lameras, P., & Arnab, S. (2022). Power to the teachers: An exploratory review on artificial intelligence in education. Information, 13(1), 14. https://doi.org/10.3390/info13010014
Laupichler, M. C., Aster, A., Schirch, J., & Raupach, T. (2022). Artificial intelligence literacy in higher and adult education: A scoping literature review. Computers and Education: Artificial Intelligence, 3, 100101. https://doi.org/10.1016/j.caeai.2022.100101
Martínez-Comesaña, M., Rigueira-Díaz, X., Larrañaga-Janeiro, A., Martínez-Torres, J., Ocarranza-Prado, I., & Kreibel, D. (2023). Impacto de la inteligencia artificial en los métodos de evaluación en la educación primaria y secundaria: Revisión sistemática de la literatura. Revista de Psicodidáctica, 28(2), 93–103. https://doi.org/10.1016/j.psicod.2023.06.001
Memarian, B., & Doleck, T. (2023). ChatGPT en la educación: Métodos, potencialidades y limitaciones. Computadoras en el Comportamiento Humano: Humanos Artificiales, 1(2), 100022. https://doi.org/10.1016/j.chbah.2023.100022
Merino, C., Pino, S., Meyer, E., Garrido, J. M., & Gallardo, F. (2015). Realidad aumentada para el diseño de secuencias de enseñanza-aprendizaje en química. Educación Química, 26(2), 94–99. https://doi.org/10.1016/j.eq.2015.04.004
Palacios-Núñez, M. L., Mendoza-García, E. M., Narciso Zarate, J. W., & Deroncele-Acosta, A. (2025). ChatGPT en la enseñanza de la escritura académica en educación superior: Perspectivas docentes sobre sus usos, desafíos y futuro en el aprendizaje personalizado. Edutec, Revista Electrónica de Tecnología Educativa, 93, 33–50. https://doi.org/10.21556/edutec.2025.93.3995
Perezchica-Vega, J. E., Sepúlveda-Rodríguez, J. A., & Román-Méndez, A. D. (2024). Inteligencia artificial generativa en la educación superior: Usos y opiniones de los profesores. European Public & Social Innovation Review, 9, 1–20. https://doi.org/10.31637/epsir-2024-593
Robayo Avendaño, O. (2026). Integración de analíticas de aprendizaje e inteligencia artificial en una aplicación web para la enseñanza de neurociencias: Evaluación de su impacto. Educación Médica, 27(2), 101148. https://doi.org/10.1016/j.edumed.2025.101148
Sperling, K., Stenberg, C.-J., McGrath, C., Åkerfeldt, A., Heintz, F., & Stenliden, L. (2024). In search of artificial intelligence (AI) literacy in teacher education: A scoping review. Computers and Education Open, 6, 100169. https://doi.org/10.1016/j.caeo.2024.100169
Sumba Arévalo, V. M., & Segarra Figueroa, O. P. (2026). Competencias digitales e inteligencia artificial en docentes que cursan un posgrado en educación – Ecuador. European Public & Social Innovation Review, 11, 1–19. https://doi.org/10.31637/epsir-2026-2439
Tan, X., Cheng, G., & Ling, M. H. (2025). Artificial intelligence in teaching and teacher professional development: A systematic review. Computers and Education: Artificial Intelligence, 8, 100355. https://doi.org/10.1016/j.caeai.2024.100355
Villena-Taranilla, R., Tirado-Olivares, S., Cózar-Gutiérrez, R., & González-Calero, J. A. (2022). Effects of virtual reality on learning outcomes in K-6 education: A meta-analysis. Educational Research Review, 35, 100434. https://doi.org/10.1016/j.edurev.2022.100434
Zúñiga Zárate, A. G. (2025). Uso de ChatGPT por parte del estudiantado universitario y reflexión mediante blogs: Una experiencia compartida con docentes. European Public & Social Innovation Review, 11, 1–12. https://doi.org/10.31637/epsir-2026-2128
González Oneto, H., Moreno Yáñez, Y., & D’Andrea Pincheira, M. (2024). Realidad virtual inmersiva como complemento en la educación odontológica: Un proceso de implementación para la docencia. Educación Médica, 25(5), 100931. https://doi.org/10.1016/j.edumed.2024.100931
Cabero Almenara, J., Barroso Osuna, J., & Obrador, M. (2017). Realidad aumentada aplicada a la enseñanza de la medicina. Educación Médica, 18(3), 203–208. https://doi.org/10.1016/j.edumed.2016.06.015
Published
Issue
Section
License
Copyright (c) 2026 César-Antonio Acosta Fernández (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
The article is distributed under the Creative Commons Attribution 4.0 License. Unless otherwise stated, associated published material is distributed under the same licence.
