Abstract:

Uruguay has been a leader in integrating digital technologies into education, primarily through initiatives like Ceibal. However, the recent emergence of generative artificial intelligence (AI) presents a landscape of new and complex challenges for the education system. A gap has been identified between the availability of technology and its effective pedagogical integration, particularly in the area of ​​learning assessment. This context demands a deeper understanding of teachers' current competencies to address this shift.

The aim of this communication is to present the results of the initial diagnostic phase of the project "Strengthening digital competencies of secondary school teachers for AI-mediated assessment." Specifically, it seeks to describe and analyze the current state of digital competencies among secondary school teachers in 12 "María Espínola" schools, identifying their perceptions, uses, and barriers related to the use of AI in assessment practices.

A questionnaire (CCDD-IA) was designed and administered to teachers at secondary schools in 10 departments across the country. The instrument, which includes the areas covered by the DigCompEdu questionnaire and adds an area related to the use of AI for learning assessment, combined Likert-type scales and open-ended questions to explore four dimensions:
1) Self-perception of general and specific digital competencies in AI;
2) Current use of digital and AI tools in teaching and assessment;
3) Perceived barriers (institutional, personal, pedagogical); and
4) Interest in and needs for training. A descriptive-quantitative analysis of the data was performed.

To date, 187 valid responses have been analyzed. Preliminary results indicate that, while there is a high level of awareness regarding the relevance of AI in education (more than 60% consider it "important" or "very important"), there is a low self-perception of competence in its pedagogical use (less than 50% feel "competent" or "very competent"). The use of digital tools remains focused on administrative or presentation tasks (e.g., platforms, word processors), with the use of AI for evaluating learning outcomes or providing personalized feedback on assessments being almost nonexistent (less than 8%).

The main barriers identified are not a lack of equipment, but rather a "lack of time" to explore tools, a "lack of knowledge of reliable pedagogical applications," and a "lack of specific training." Only 12% of teachers report having received training in the field of AI.

The findings from this diagnostic phase confirm the urgent need to move beyond mere "digital inclusion" to the "pedagogical appropriation" of AI in secondary education. Teachers are currently at a point of "receptive interest," but require structured training to overcome the identified pedagogical and time constraints. This data is the primary input for the design of Phase 2 of the project, which will implement a skills development plan focused on assessment, directly addressing the needs identified in this study.

Keywords:

Secondary education, digital teaching skills, artificial intelligence, assessment.