Artificial Intelligence: innovative educational revolution in Higher Education

It is a reality that, in universities, educational innovation and artificial intelligences are closely related. There are multiple benefits resulting from integrating AI into teaching practice, as well as improving the teaching-learning process. This research is based on a quantitative methodology, using a questionnaire made up of three different scales (previously validated) on teaching practice, educational innovation and artificial intelligences in university teaching staff. A sample of 159 teachers from the University of Huelva was obtained in order to explore their opinions on AI, their attitudes towards educational innovation and its relationship with teaching practices. The results revealed that factors such as gender are significant in attitudes towards innovation. In addition, it was observed that the age of teachers influences attitudes towards AI, with younger teachers being more likely to use AI in the classroom and therefore more likely to innovate. On the other hand, it was found that teachers have a more positive opinion about the use of AI in research than in teaching.