Universities have adapted their teaching systems to integrate new educational techniques focused on technology and education as fundamental pillars of their development. This chapter proposes the analysis of the fields that encompass the use of artificial intelligence in universities using teaching innovation strategies. The chapter identifies the skills and examples that teachers should understand in order to use artificial intelligence to improve their teaching methods. With this objective, seven interviews have been carried out with university professors in which they explain the use of artificial intelligence and the need to acquire technical knowledge relative to teaching innovation. The results of the research present the main uses and the knowledge needed for university teachers to be able to carry out teaching innovation tasks using artificial intelligence. Finally, implications for university-industry and university teachers are discussed.
TopTheoretical Framework
The processes focused on educational innovation are composed of complex methods for the effective development of the application of new technologies (Orr and Cleveland-Innes, 2015). In the educational field, the learning processes must be detailed, divided and structured according to the competencies that students acquire in each of the steps that the teaching methodologies propose (Sein-Echaluce et al., 2017).
In this way, for the correct development of a teaching innovation plan in which artificial intelligence is the center of practical and theoretical processes (Hrabowski, 2014), different processes of teaching innovation methods must be understood in which artificial intelligence is the fundamental pillar for the success of teaching (Pu, 2021).
In this paradigm, user’s needs and technology awareness must be identified. In these steps, it is where the status and experience of the innovation cycle in the short and medium-term is evaluated. Next, the concepts and principles guide in which user profiles are created, who must understand this technology and be able to defined or redefined accordantly their tasks (Kryukov and Gorin, 2017).