La ética profesional y la inteligencia artificial en la formación de docente: retos emergentes para las Instituciones Formadoras de Docentes

Juanita Guadalupe Gutiérrez Soto; Monica Daniela Elizondo Chao; Elda Gloria Gámez Zúniga; Micaela Leticia Delabra Conteras

doi:10.46990/relep.2026.8.2.2786

Authors

Juanita Guadalupe Gutiérrez Soto Universidad Autónoma de Nuevo León https://orcid.org/0000-0001-9754-7755
Monica Daniela Elizondo Chao Escuela de Ciencias de la Educación https://orcid.org/0000-0002-2444-4664
Elda Gloria Gámez Zúniga Escuela de Ciencias de la Educación https://orcid.org/0009-0002-0018-0710
Mtra. Escuela de Ciencias de la Educación https://orcid.org/0009-0007-6832-9127

DOI:

https://doi.org/10.46990/relep.2026.8.2.2786

Keywords:

Education, Artificial Intelligence, Ethics, teaching practice, initial teacher training

Abstract

This research analyzed the perceptions of 42 students from Teacher Training Colleges (Escuelas Normales) regarding professional ethics in teaching and the use of artificial intelligence (AI) during their professional preparation. A questionnaire was applied through Google Forms and qualitative thematic analysis was conducted. Results show that students understand ethics as a framework of values which guides teachers’ practices and use AI as academic support. Nevertheless they acknowledge the risks related to dependency, dishonesty and misinformation. In addition, participants expressed the need for formal training in digital ethics and AI. It is concluded that teacher training institutes should strengthen ethical and digital literacy to promote responsibility when using these technologies.

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Author Biographies

Monica Daniela Elizondo Chao , Escuela de Ciencias de la Educación

Mónica Daniela Elizondo Chao is an academic, researcher, and educational administrator with extensive experience in teaching, teacher training, academic coordination, and the development of educational projects at the undergraduate and graduate levels. Her professional career has been marked by her commitment to strengthening academic processes focused on educational innovation, the holistic development of students, and the continuous improvement of educational quality.

She holds a Master’s degree in Educational Administration from the School of Education Sciences, as well as a Bachelor’s degree in Secondary Education with a specialization in Spanish from the “Moisés Sáenz Garza” Teacher Training College and a Bachelor’s degree in Communication with a specialization in Organizational Development from the Autonomous University of Nuevo León. She complemented her international training with the IELTS Academic certification from Cambridge International House and the Linguaskill 2025 certification.

Professionally, she has served as a master’s-level professor and coordinator of the bachelor’s program at the School of Education Sciences, actively participating in the design and implementation of technology-mediated teaching-learning strategies for the institution’s continuing education programs. She has also held academic leadership roles as Coordinator of the Bachelor’s and Doctoral programs in Education Sciences at the University of Coahuila, strengthening curriculum management processes,

Elda Gloria Gámez Zúniga , Escuela de Ciencias de la Educación

Elda Gloria Gámez Zúñiga is a teacher educator, academic, and researcher with extensive experience in the fields of education, teacher training, and educational research. She is recognized for her contributions to strengthening educational processes through humanistic, inclusive, and sociocultural approaches. Her professional work has focused on knowledge generation, educational innovation, and the comprehensive training of teachers at various educational levels.

She earned a Bachelor’s degree in Education Sciences from the School of Education Sciences. She subsequently completed a Specialization Degree in Planning, Development, and Evaluation of Teaching Practice and a Master’s degree in Education with a focus on Teacher Training at the National Pedagogical University, Unit 19-B. He also furthered his international education at the Complutense University of Madrid, where he earned the degree of University Expert in Psychoeducational Intervention for Minors in Distress and Social Conflict, as well as a Doctorate in Pedagogy of Sociocultural Diversity from the Faculty of Education, Department of Theory and History of Education, where he also served as an Honorary Collaborator.

In the field of research and academic production, he has contributed to specialized publications related to values, school practices, teacher training, and educational research. Among his works are *Utilitarianism and Values* (2006), *School Practices: Theoretical Approaches*

Mtra. , Escuela de Ciencias de la Educación

Micaela Leticia Delabra Contreras is a distinguished Mexican academic, researcher, and educational administrator whose professional career has been built in the fields of higher education, educational research, and faculty union representation in the state of Nuevo León. Her work is characterized by a commitment to teacher training, educational reform, and the defense of teachers’ labor rights.

She currently serves as a professor of higher education at the School of Education Sciences, an institution where she also holds strategic roles as Administrative Coordinator of the Dean’s Office, contributing to the strengthening of the institution’s academic and administrative processes.

In the field of educational research, she actively participates in academic bodies focused on the research area “Teacher Training, Science, and Technology,” promoting the critical analysis of pedagogical practices and the development of innovative proposals for educational improvement. She is also a member of the Network for Latin American Studies in Teacher Education as an active researcher within the School of Education Sciences’ research group, strengthening international academic and scientific collaboration.

Among her recent contributions, her participation in research projects targeting compulsory education teachers in Mexico stands out, particularly in the processes of implementation

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