Irais Monserrat Santillán-Rosas, Uladislao Dobroski Mora, Edgar Salgado-García
Introduction: The rapid advancement of artificial intelligence (AI) in the educational sphere presents new challenges and opportunities for university teaching. Objective: This study aimed to explore the integration of AI tools—specifically Chat GPT—into planning and pedagogical mediation processes through the application of active methodologies such as Critical Question-Based Learning (CQBL) and Problem-Based Learning (PBL). Method: A case study was conducted using a mixed-methods approach, involving 22 university professors in a two-session workshop experience. Data were collected through pre- and post-intervention surveys, as well as qualitative analysis of chat interactions. Results: The results reveal a significant shift in faculty perceptions: from initial distrust of AI to a critical, empowered, and proactive stance regarding its pedagogical application. Furthermore, the development of key competencies was observed, including the formulation of effective prompts, critical evaluation of automated responses, and the design of student-centered activities. Conclusion: In conclusion, when appropriately understood and integrated, AI can enhance pedagogical innovation and foster critical digital literacy among academic staff. The implementation of continuing education programs addressing the critical and ethical use of AI in educational contexts is recommended, along with the development of institutional frameworks to guide its responsible pedagogical integration.