Generative artificial intelligence in formative assessment: University faculty perceptions and structural relationships in Manabí, Ecuador
Palabras clave:
generative artificial intelligence, formative assessment, faculty perceptions, higher education, structural equation modellingResumen
Generative artificial intelligence (GenAI) is creating new possibilities for formative assessment, yet its integration into education depends on teacher competence, assessment design, and responsible use. This article aims to examine teachers' perceptions and the structural relationships associated with the behavioral intention to integrate GenAI into formative assessment. Through a cross-sectional study, 622 teachers from six higher education institutions in Manabí, Ecuador, were surveyed. Data from a questionnaire comprising eight constructs were analyzed using descriptive statistics, confirmatory factor analysis, and partial least squares structural equation modeling. The results showed that perceived pedagogical utility had the highest mean score, while teacher competence regarding AI integration had the lowest. Teacher competence demonstrated the strongest direct association with behavioral intention, and the model explained 67% of its variance. The study concludes that favorable perceptions alone do not indicate readiness for integration; universities must strengthen teacher competence, assessment redesign, and ethical governance.
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Derechos de autor 2026 Miguel Ángel Macías Loor, Eder Mauricio Cantos Vélez, Pedro Fabricio Molina García, Francisco Antonio Mawyin Cevallos, Robertson Xavier Calle García
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Editor Ejecutivo: Dr. Reynaldo Jiménez Guethón 