Configuración del panorama digital de los planes de estudio de formación lingüística para estudiantes de profesorado
implicaciones para las zonas afectadas por conflictos
DOI:
https://doi.org/10.22633/rpge.v29iesp2.20665Palabras clave:
Tecnologías digitales, IA, Ley marcial, Formación lingüística de estudiantes de facultades especializadas, Competencia digital en lenguas extranjerasResumen
En las últimas décadas, se ha intensificado la demanda de un mayor uso de la tecnología en la formación docente, dado que la competencia digital se ha vuelto indispensable en el proceso educativo. Se espera que los futuros docentes estén preparados para desarrollar estas habilidades en sus estudiantes. Al mismo tiempo, el dominio de lenguas extranjeras se ha consolidado como un requisito esencial para los docentes contemporáneos, impulsando el crecimiento profesional y el aprendizaje continuo. Por ello, los programas de formación se enfrentan al reto de integrar la preparación digital y lingüística, especialmente en contextos de tensiones geopolíticas y conflictos armados. En estas regiones, la creación de entornos digitales resilientes para la formación docente es imperativa. Este artículo revisa los enfoques teóricos y prácticos de las tecnologías digitales en la formación de lenguas extranjeras, presentando logros, desafíos y un modelo de entorno digital basado en la Inteligencia Artificial General (IAG) que integra la docencia, la competencia lingüística y las competencias digitales de forma flexible y sostenible, incluso en situaciones de crisis.
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