TRANSFORMING THE TEACHING ROLE IN COLOMBIAN SCHOOLS FACING THE DISRUPTION OF GENERATIVE AI

Abstract

The emergence of Generative Artificial Intelligence (GAI) in educational environments has reshaped the essence and redefined the conception of the modern teaching role, particularly regarding instruction and learning within Colombian educational institutions. This study aims to analyze teachers' perceptions, willingness, and preparedness to lead the contemporary digital transformation prompted by the integration of GAI tools such as ChatGPT, Edpuzzle, Canva which are increasingly being incorporated into pedagogical dynamics, bringing both opportunities and challenges. A quantitative, non-experimental, cross-sectional approach was adopted, utilizing a structured Likert-scale survey administered to 23 educators across three educational institutions. The findings indicate a generally positive disposition toward the integration of GAI, yet they also reveal concerns regarding ethical use, data protection, and the lack of specific training in several areas. The study concludes that achieving a meaningful transformation in the teaching role requires higher levels of technological appropriation, institutional support, and targeted training in GAI. This would ideally lead to the development of ethically grounded and strategically positioned teacher preparation, enabling a genuine transformation of pedagogical practice and fostering a clear re readiness to integrate these technologies into teaching within the Colombian context.