AI in University Teacher Training: Experience and Results of a Blended Learning Diploma
DOI:
https://doi.org/10.61604/dl.v18i33.527Keywords:
Artificial Intelligence, teacher training, higher education, AI ethics, educational innovationAbstract
This article presents the implementation experience and outcomes of a blended learning course diploma on Artificial Intelligence (AI) applied to higher education, conducted in 2025, and evaluates its outcomes. A cohort of 47 university faculties and researchers participated in the program, all of whom successfully completed the course and developed capstone projects. The structure of the diploma (120 hours across four thematic modules and a final project module) is described, aimed at strengthening teaching, research, and outreach competencies through the critical use of AI. To evaluate the experience, participant feedback was collected via “exit tickets” (end-of-session reflections) and analyzed qualitatively. The findings show a high level of satisfaction and learning, evidenced by the discovery of new AI tools, recognition of AI’s potential and ethical challenges, and a widespread motivation to continue learning in this area. In the discussion, these results are compared with prior studies, highlighting the implications of training faculty in AI and the contributions of this experience to inform future professional development initiatives in higher education.
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