The role of Generative Artificial Intelligence in the creation of educational resources
Keywords:
Keywords: Generative Artificial Intelligence; educational resources; personalization of learning; Specific Educational Support Needs.
Abstract
Generative Artificial Intelligence (GAI) is perceived as a disruptive technology in education. The implementation of this emerging tool is seen as an opportunity for personalizing learning through the creation of resources. The objective of this study is to explore the role that Generative AI plays in the creation of personalized educational resources for students with Specific Educational Support Needs (SESN). To this end, a descriptive and qualitative experimental design was chosen, using semi-structured interviews and participant observations to gather information and identify needs at a psycho-pedagogical center in Seville. Difficulties in reading and writing and emotionalbehavioral difficulties were detected among the center's users, as well as a lack of training in digital skills. In response, two educational materials were designed and implemented using free AI applications, which were implemented in three users of the center with NEAE. The results pointed to the effectiveness and benefits of AI as a viable and effective tool for creating educational materials and personalizing the learning process, improving participation and motivation, and developing key skills.
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Armijos Saca, R. A., Gutiérres Vargas , M. M., Crespo Gordillo , B. Z., Espinoza Agila , L. E., & Púa Pilay, J. E. (2025). La Inteligencia Artificial (IA) en la Personalización del Aprendizaje en el Aula. Ciencia Latina Revista Científica Multidisciplinar, 9(1), 7590-7601. https://doi.org/10.37811/cl_rcm.v9i1.16427
Baidoo-anu, D., & Owusu Ansah, L. (2023). Education in the Era of Generative Artificial Intelligence (AI): Understanding the Potential Benefits of ChatGPT in Promoting Teaching and Learning. Journal of AI, 7(1), 52-62. https://doi.org/10.61969/jai.1337500
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Bonales-Daimiel, G., Martínez-Estrella, E. C., & Sierra-Sánchez, J. (2025). Evolución del perfil docente y surgimiento de nuevos roles profesionales en la Era de la Inteligencia Artificial (IA). Pixel-Bit. Revista de Medios y Educación, 73(3). https://doi.org/10.12795/pixelbit.109085
Cavero López, P., Palacios Rodríguez, A. de P., Pérez Wic, C., & Rodríguez Tenorio, E. (2025). Impacto de la inteligencia artificial en la satisfacción laboral docente: cognición, habilidades y ética en la era digital. EDUCARE ET COMUNICARE Revista de investigación de la Facultad de Humanidades, 13(1), 51–63. https://doi.org/10.35383/educare.v13i1.1300
Chan, C. K. Y. (2023). Un marco integral de políticas educativas de IA para la docencia y el aprendizaje universitarios. International Journal of Educational Technology in Higher Education, 20, 38. https://doi.org/10.1186/s41239-023-00408-3
Cisneros Vásquez, E., Nevárez Loza, R., Farez Cherrez, A., & Torres Montes, R. (2024). Uso de la inteligencia artificial en la personalización del aprendizaje. Conocimiento Global, 9(1), 75-83. https://doi.org/10.70165/cglobal.v9i1.339
Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2024). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228–239. https://doi.org/10.1080/14703297.2023.2190148
Creswell, J.V. & Creswell, J. D. (2018). Research Design Qualitative, Quantitative, and Mixed Methods Approaches (6th edition). Sage.
Feng, X., Guan, W., & Xu, E. (2025). The impact of generative artificial intelligence on the social-emotional skills of children with autism spectrum disorder: A meta-analysis of 38 experimental and quasi-experimental studies. International Journal of Developmental Disabilities, 1-13. https://doi.org/10.1080/20473869.2025.2511661
Flick, U. (2018). An introduction to qualitative research (6th ed.). SAGE Publications.
Franganillo, J. (2023). La inteligencia artificial generativa y su impacto en la creación de contenidos mediáticos. methaodos. Revista de Ciencias Sociales, 11(2), m231102a10. https://doi.org/10.17502/mrcs.v11i2.710
García-Peñalvo, F. J., Llorens-Largo, F., & Vidal, J. (2024). La nueva realidad de la educación ante los avances de la inteligencia artificial generativa. RIED-Revista Iberoamericana de Educación a Distancia, 27(1), 9–39. https://doi.org/10.5944/ried.27.1.37716
Hwang, G.-J., & Chen, N.-S. (2023). Editorial Position Paper: Exploring the Potential of Generative Artificial Intelligence in Education: Applications, Challenges, and Future Research Directions. Educational Technology & Society, 26(2). https://doi.org/10.30191/ETS.202304_26(2).0014
Jauhiainen, J. S., & Garagorry, A. (2024). Generative AI and education: Dynamic personalization of pupils’ school learning material with ChatGPT. Frontiers in Education, 9, 1288723. https://doi.org/10.3389/feduc.2024.1288723
Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., et al. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, 102274. https://doi.org/10.1016/j.lindif.2023.102274
Maxwell, J. A. (2005). Qualitative research design: An interactive approach (2nd ed.). Sage.
Muñoz Vela, J. M. (2024). Inteligencia artificial generativa. Desafíos para la propiedad intelectual. Revista de Derecho de la UNED (RDUNED), 33, 17–75. https://doi.org/10.5944/rduned.33.2024.41924
Qu, X., Sherwood, J., Liu, P., & Aleisa, N. (2025). Generative AI tools in higher education: A meta-analysis of cognitive impact. In Extended Abstracts of the CHI Conference on Human Factors in Computing Systems (CHI EA ’25) (Article 302, pp. 1–9). Association for Computing Machinery. https://doi.org/10.1145/3706599.3719841
Ramírez Vergara, K. M.; López-Chau, A. y Rojas Hernández, R. (2024). Storytelling based on generative AI to promote the inclusion of people with disabilities. Ingenius. Revista de Ciencia y Tecnología, 32, 101-113. https://doi.org/10.17163/ings.n32.2024.10
Resnik, D. B. (2018). The ethics of research with human subjects: Protecting people, advancing science, promoting trust. Springer.
Romero Alonso, R., Araya Carvajal, K., & Reyes Acevedo, N. (2025). Rol de la Inteligencia Artificial en la personalización de la educación a distancia: una revisión sistemática. RIED-Revista Iberoamericana de Educación a Distancia, 28(1), 9–36. https://doi.org/10.5944/ried.28.1.41538
Serrano, J. L., & Moreno-García, J. (2024). Inteligencia artificial y personalización del aprendizaje: ¿innovación educativa o promesas recicladas? Edutec, Revista Electrónica de Tecnología Educativa, 89, 1–17. https://doi.org/10.21556/edutec.2024.89.3577
Takona, J. P. (2024). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). Quality & Quantity, 58, 1011–1013. https://doi.org/10.1007/s11135-023-01798-2
Tlili, A., Shehata, B., Adarkwah, M. A., Bozkurt, A., Hickey, D. T., & Huang, R. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10(15). https://doi.org/10.1186/s40561-023-00237-x
Wang, J., & Fan, W. (2025). The effect of ChatGPT on students’ learning performance, learning perception, and higher-order thinking: Insights from a meta-analysis. Humanities and Social Sciences Communications, 12, Article 621. https://doi.org/10.1057/s41599-025-04787-y
Published
2025-12-30
How to Cite
Pizones Bejarano, C., Fernández Scagliusi, M. V., Martínez Pérez, S., & Miravete Gracia, M. (2025). The role of Generative Artificial Intelligence in the creation of educational resources. EDUCARE ET COMUNICARE Revista De investigación De La Facultad De Humanidades, 13(2), 64-73. https://doi.org/10.35383/educare.v13i2.1386
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Copyright (c) 2025 Cecilia Pizones Bejarano, María Victoria Fernández Scagliusi, Sandra Martínez Pérez, María Miravete Gracia
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Los artículos publicados por la revista científica "Educare Et Comunicare" de la Facultad de Humanidades de la Universidad Católica Santo Toribio de Mogrovejo, Chiclayo, Perú están sujetos a una licencia internacional Creative Commons Attribution CC BY 4.0
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