Initial preparation of education professionals requires learning experiences that connect inclusion, the analysis of Barriers to Learning and Participation (BLP), and the critical use of artificial intelligence (AI), particularly in open-learning settings. This study analyzed observed results in dimensions related to the competence of acting as an inclusive educational change agent among Pedagogy students in the Open Education System at Universidad Veracruzana. A mixed-methods study with quantitative predominance and descriptive scope was conducted with a group of 40 students; participation varied across activities and items. Diagnostic and final Wooclap activities, open-ended responses, and 16 Complex Performance Evidence products assessed with an analytic rubric were analyzed. In the final evaluation, 10 of 22 students perceived themselves as quite prepared, 9 as moderately prepared, and 3 as very prepared to design inclusive projects using APRA. The Complex Performance Evidence products obtained a mean score of 19.31/20 (SD = 0.87), and Shambala was identified as the most useful AI tool by 16 of 24 participants. Final responses included references to belonging, rights, context, and ethics. The findings provide situated evidence on dimensions related to inclusive professional preparation, without supporting causal attribution or estimates of individual change.
Initial preparation of education professionals requires learning experiences that connect inclusion, the analysis of Barriers to Learning and Participation (BLP), and the critical use of artificial intelligence (AI), particularly in open-learning settings. This study analyzed observed results in dimensions related to the competence of acting as an inclusive educational change agent among Pedagogy students in the Open Education System at Universidad Veracruzana. A mixed-methods study with quantitative predominance and descriptive scope was conducted with a group of 40 students; participation varied across activities and items. Diagnostic and final Wooclap activities, open-ended responses, and 16 Complex Performance Evidence products assessed with an analytic rubric were analyzed. In the final evaluation, 10 of 22 students perceived themselves as quite prepared, 9 as moderately prepared, and 3 as very prepared to design inclusive projects using APRA. The Complex Performance Evidence products obtained a mean score of 19.31/20 (SD = 0.87), and Shambala was identified as the most useful AI tool by 16 of 24 participants. Final responses included references to belonging, rights, context, and ethics. The findings provide situated evidence on dimensions related to inclusive professional preparation, without supporting causal attribution or estimates of individual change. Read More