Capability-based training framework for generative AI in higher education
Integrating generative artificial intelligence (GenAI) in higher education (HE) requires educators to develop new competencies. However, while GenAI holds transformative potential for education, research on the competencies needed for its responsible and effective use remains limited. This study emp...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2025-06-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2025.1594199/full |
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| author | Pablo Burneo-Arteaga Pablo Burneo-Arteaga Yakamury Lira Homero Murzi Ana Balula Antonio Pedro Costa |
| author_facet | Pablo Burneo-Arteaga Pablo Burneo-Arteaga Yakamury Lira Homero Murzi Ana Balula Antonio Pedro Costa |
| author_sort | Pablo Burneo-Arteaga |
| collection | DOAJ |
| description | Integrating generative artificial intelligence (GenAI) in higher education (HE) requires educators to develop new competencies. However, while GenAI holds transformative potential for education, research on the competencies needed for its responsible and effective use remains limited. This study employs a mixed framework analysis method, combining quantitative and qualitative analysis to identify key competencies essential for HE teachers. The research began with a bibliometric analysis of 1,737 documents from Scopus and proceeded with an in-depth analysis of 14 peer-reviewed articles. Using a chain-of-thought (CoT) prompting approach, the analysis integrates a human-GenAI collaboration to identify patterns in existing competency frameworks and empirical publications, aiming to classify and define competencies. The findings reveal that while AI literacy and ethical awareness are frequently mentioned, there is no unified competency framework addressing the pedagogical and technical dimensions of GenAI integration. The FAM process resulted in the identification of three key domains of competencies and a set of 16 competencies. The results highlight the need for a structured, yet flexible competency model tailored to educators. Future research should focus on empirical validation and the development of professional development programs to bridge the identified gaps. |
| format | Article |
| id | doaj-art-a5ce1c70d0844461a464c47fb7dd5a92 |
| institution | Kabale University |
| issn | 2504-284X |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj-art-a5ce1c70d0844461a464c47fb7dd5a922025-08-20T04:00:44ZengFrontiers Media S.A.Frontiers in Education2504-284X2025-06-011010.3389/feduc.2025.15941991594199Capability-based training framework for generative AI in higher educationPablo Burneo-Arteaga0Pablo Burneo-Arteaga1Yakamury Lira2Homero Murzi3Ana Balula4Antonio Pedro Costa5Universidad San Francisco de Quito, USFQ, Colegio de Ciencias e Ingeniería, Departamento de Ingeniería Industrial and Instituto de Innovación en Productividad y Logística (CATENA-USFQ), Quito, EcuadorResearch Centre on Didactics and Technology in the Education of Trainers (CIDTFF), Department of Education and Psychology, University of Aveiro, Aveiro, PortugalResearch Centre on Didactics and Technology in the Education of Trainers (CIDTFF), Department of Education and Psychology, University of Aveiro, Aveiro, PortugalMarquette University, Milwaukee, United StatesResearch Centre on Didactics and Technology in the Education of Trainers (CIDTFF), Department of Education and Psychology, University of Aveiro, Aveiro, PortugalResearch Centre on Didactics and Technology in the Education of Trainers (CIDTFF), Department of Education and Psychology, University of Aveiro, Aveiro, PortugalIntegrating generative artificial intelligence (GenAI) in higher education (HE) requires educators to develop new competencies. However, while GenAI holds transformative potential for education, research on the competencies needed for its responsible and effective use remains limited. This study employs a mixed framework analysis method, combining quantitative and qualitative analysis to identify key competencies essential for HE teachers. The research began with a bibliometric analysis of 1,737 documents from Scopus and proceeded with an in-depth analysis of 14 peer-reviewed articles. Using a chain-of-thought (CoT) prompting approach, the analysis integrates a human-GenAI collaboration to identify patterns in existing competency frameworks and empirical publications, aiming to classify and define competencies. The findings reveal that while AI literacy and ethical awareness are frequently mentioned, there is no unified competency framework addressing the pedagogical and technical dimensions of GenAI integration. The FAM process resulted in the identification of three key domains of competencies and a set of 16 competencies. The results highlight the need for a structured, yet flexible competency model tailored to educators. Future research should focus on empirical validation and the development of professional development programs to bridge the identified gaps.https://www.frontiersin.org/articles/10.3389/feduc.2025.1594199/fullgenerative AIcompetency frameworkshigher educationAI literacyteacher trainingchain-of-thought (CoT) prompting |
| spellingShingle | Pablo Burneo-Arteaga Pablo Burneo-Arteaga Yakamury Lira Homero Murzi Ana Balula Antonio Pedro Costa Capability-based training framework for generative AI in higher education Frontiers in Education generative AI competency frameworks higher education AI literacy teacher training chain-of-thought (CoT) prompting |
| title | Capability-based training framework for generative AI in higher education |
| title_full | Capability-based training framework for generative AI in higher education |
| title_fullStr | Capability-based training framework for generative AI in higher education |
| title_full_unstemmed | Capability-based training framework for generative AI in higher education |
| title_short | Capability-based training framework for generative AI in higher education |
| title_sort | capability based training framework for generative ai in higher education |
| topic | generative AI competency frameworks higher education AI literacy teacher training chain-of-thought (CoT) prompting |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2025.1594199/full |
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