Impact of An Artificial Intelligence Training Program On Teaching Practices In Upper Secondary Education

The present study aimed to evaluate the impact of an artificial intelligence (AI) training program on the teaching practices of the academic staff at CECYTEH Tizayuca. The research was conducted under a quantitative approach, using a quasi-experimental pretest–posttest single-group design with an explanatory scope. The population consisted of 42 teachers, who were administered a structured questionnaire based on a Likert scale, validated through expert judgment and demonstrating adequate statistical reliability. The intervention consisted of an intensive theoretical–practical training workshop aimed at strengthening pedagogical, technological, and ethical competencies for the educational use of AI-based tools. The collected data were analyzed using descriptive and inferential statistics, employing Python-based programming tools. The results showed that, prior to the training, teachers exhibited low levels of knowledge and pedagogical use of AI-based tools. After the intervention, a significant reduction in the null level of knowledge was observed, along with an increase in basic levels of proficiency. This improvement was reflected in greater integration of these technologies into instructional planning, material design, and assessment processes. In line with previous studies, the findings confirm that teacher training is a determining factor for the effective, ethical, and responsible incorporation of artificial intelligence into educational processes. It is concluded that training programs significantly contribute to strengthening teaching practices and improving educational quality at the upper secondary level