Implementation of artificial intelligence:

A strategy for learning planning

and evaluation

Implementación de la Inteligencia Artificial:

Una estrategia para la Planificación y

Evaluación del Aprendizaje

143

Sergio Alberto Mejía Rivera*

https://orcid.org/0009-0003-7617-8075

Sabana Grande, Managua / Nicaragua

Revista Digital de Investigación y Postgrado, 6(12), 143-154

Electronic ISSN: 2665-038X

https://doi.org/10.59654/5b86nv09

How to cite: Mejía, R. S. A. (2025). Implementation of artificial intelligence: A strategy for learning plan-

ning and evaluation. Revista Digital de Investigación y Postgrado, 6(12), 143-154.

https://doi.org/10.59654/5b86nv09

* Master’s in University Teaching, Universidad de Tecnología y Comercio (UNITEC). Bachelor’s in Educational Sciences

with a focus on Educational Computing, Universidad Nacional Autónoma de Nicaragua (UNAN). Bachelor’s in Elec-

tronics, UNAN. Professor of Mathematics, Physics, Computer Science, Electronics, and Digital Circuits, Universidad

de Tecnología y Comercio, Nicaragua.

Received: may / 6 / 2025 Accepted: may / 25 / 2025

Abstract

This research is relevant because it analyzes how university professors in Nicaragua use emer-

ging technologies in learning planning and assessment. This study sought to identify the degree

of AI use by faculty, as well as the most commonly used tools. A descriptive qualitative approach

was used, utilizing surveys and interviews with a sample of 30 higher education professors. The

data were processed through statistical analysis and thematic categorization.The results revealed

that 62.5% of professors have basic knowledge of AI, and a similar percentage already use it in

planning and assessment. ChatGPT was the most commonly used tool. Benefits were identified

such as time savings, improved educational quality, and personalized learning. It is recommen-

ded to implement B-learning training courses to ensure broader and more responsible adoption

of AI in higher education.

Keywords: B-learning, Learning evaluation, Artificial intelligence, Educational planning, Emerging

technologies.

Resumen

Esta investigación es relevante por analizar cómo docentes universitarios en Nicaragua utilizan

tecnologías emergentes, en la planificación y la evaluación del aprendizaje. El presente estudio

buscaba identificar el grado de uso de la IA por parte del profesorado, así como las herramientas

más empleadas. Se utilizó un enfoque cualitativo de tipo descriptivo, utilizando encuestas y en-

trevistas a una muestra de 30 docentes de educación superior. Los datos fueron procesados me-

diante análisis estadístico y categorización temática. Los resultados revelaron que el 62.5 % de

los docentes posee conocimientos básicos sobre IA, y un porcentaje similar ya la utiliza en la pla-

nificación y evaluación. ChatGPT fue la herramienta más empleada. Se identificaron beneficios

como ahorro de tiempo, mejora en la calidad educativa y personalización del aprendizaje. Se re-

comienda implementar cursos de formación en modalidad B-learning, para garantizar una adop-

ción más amplia y responsable de la IA en la educación superior.

Palabras clave: B-learning, Evaluación de aprendizajes, Inteligencia artificial, Planificación edu-

cativa, Tecnologías emergentes.

Introduction

In the realm of university education, the adoption of technological tools, particularly ar-

tificial intelligence (AI), has become a growing trend that promises to revolutionize tea-

ching practices. However, it is essential to investigate how teachers are integrating AI into

their learning planning and assessment processes. This involves examining the degree of

knowledge, appropriation, and use of these technologies, as well as the concrete strate-

gies they employ to design didactic activities, personalize teaching, and evaluate student

progress.

144 Sergio Alberto Mejía Rivera

Revista Digital de Investigación y Postgrado, 6(12),143-154

Electronic ISSN: 2665-038X

145

AI can be defined as 'the study of agents that receive perceptions from the environment and

carry out actions to achieve objectives' (Poole et al., 2022, p. 3). In other words, AI seeks to

create programs and machines capable of exhibiting seemingly intelligent behavior similar to

humans (Rubio et al., 2021).

This research aligns with Sustainable Development Goal (SDG) 4, which seeks to ensure inclu-

sive, equitable, and quality education, as well as promote lifelong learning opportunities for

all. It focuses on the use of artificial intelligence to improve educational quality in universities.

Additionally, it relates to national policies and programs in Nicaragua, such as the National

Human Development Plan (PNDH), which prioritizes the modernization and transformation of

the education system through the incorporation of innovative technologies to strengthen both

the quality and accessibility of education.

Thus, the use of technology has evolved over the years, leading to the development of AI, un-

derstood as the ability of machines to handle and adapt to emerging situations, solve pro-

blems, answer questions, design plans, and perform various other functions that require a

certain level of intelligence inherent to humans (Rouhiainen, 2018). Other researchers define

it as the study of intelligent behavior in humans, animals, and machines that strives to convert

such behavior into an artifact, such as computers and computer-related technologies (Ponce

et al., 2014). Based on these definitions, AI represents the result of technological innovations

that enable computers to perform human-like functions. In education, AI has been integrated

as a key tool to optimize learning planning and assessment by facilitating more efficient and

personalized processes.

At the international level, AI provides the necessary potential to address some of the greatest

challenges in education today. In this context, both public and private universities have pro-

moted various short courses on the use of emerging technologies like AI, but significant gaps

remain among teachers regarding how it can be incorporated into learning planning and as-

sessment.

This research is of great importance, as it will analyze how higher education teachers are using

emerging technologies, such as artificial intelligence, for the process of planning and evaluating

learning.

In this scenario, educators face the need to adapt their pedagogical approaches to new digital

tools, which involves a process of training and adjustment in their methodologies. Despite the

potential benefits of AI, such as personalized learning and the optimization of educational ma-

nagement, its effective integration into the planning and evaluation of the educational process

depends on responsible and ethical implementation in particular.

All of the above is supported by Unesco, as AI can profoundly transform the education sec-

tor—from management to teaching methodologies—provided it is used responsibly and et-

hically. This is because AI is not just a tool but a comprehensive ally in the teaching-learning

Implementation of artificial intelligence: A strategy for

learning planning and evaluation

146 Sergio Alberto Mejía Rivera

process, promoting digital competencies.

The context of this study is a moment when university teachers in Nicaragua, like many other

countries, are adapting to the use of AI. This process reflects significant changes driven by the

rapid development of digital tools that are transforming the way we teach. The integration of

artificial intelligence in university settings presents both a challenge and an opportunity for

innovation in research planning and evaluation, promoting more effective and personalized

education tailored to the needs of the 21st century.

It is crucial to understand how teachers are adapting their pedagogical approaches to planning

and assessment by using AI in an ethical and effective manner, which has a direct impact on

educational quality.

The objective of this study is to conduct an analysis of the integration of new technologies,

such as AI, as a tool in the curriculum and assessment process used by Nicaraguan university

teachers. This study explores how teachers use artificial intelligence in their pedagogical prac-

tice, analyzing its impact on improving teaching and designing more effective assessments

within a university environment.

Thus, the incorporation of AI in planning and assessment processes by teachers will significantly

improve the teaching-learning process and its evaluation. However, this will only be achieved

if each teacher implements all designed activities ethically and responsibly, using existing te-

chnologies to be implemented in the classroom, in order to achieve meaningful learning for

each student.

At the international level, in 2024, Patricio Bustamante, Expert in Inteligencia Artificial en Eva-

luación Educativa: Cómo está transformando el aprendizaje (Implementation of online course

sales platforms and development of solutions based on automation and artificial intelligence),

in his paper “Artificial Intelligence in Educational Assessment: How It Is Transforming Learning”,

states that: The integration of artificial intelligence in education is reshaping traditional teaching

and assessment paradigms, paving the way for learning methodologies tailored to each stu-

dent's unique capabilities and pace. It is evident that the arrival of AI in the educational field is

not simply a technological trend, but a genuine transformation that touches the foundations

of the traditional educational system, promoting efficiency and fairness in tests and examina-

tions.

In 2023, Rómulo Hernán Banegas Ullauri, in his article Optimización de la inteligencia artificial

en la educación a través de estrategias docentes eficaces (Optimization of Artificial Intelligence

in Education Through Effective Teaching Strategies), states that effective teaching strategies

supported by artificial intelligence, such as learning personalization and the use of intelligent

tutoring systems, demonstrated improvements in academic performance and student moti-

vation. The use of AI in educational environments showed a positive impact on student lear-

ning. Students who participated in AI-supported environments evidenced greater engagement

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147

and better performance compared to those in traditional environments.

At the national level, studies on this subject are scarce. Among them, the research by Sambola

(2023), Ordoñez and Sambola (2023), Romero (2022), and Fletes (2021) stands out, all of which

agree that this is a complex issue in the educational field, posing a challenge for authorities,

teachers, and students regarding the ethical and responsible use of AI.

AI promises to improve the quality of education across all areas and levels by making learning

more personalized, adapting to the varied needs of students (Ocaña et al., 2019). To achieve

this, it is necessary to strike a balance between daily activities, interaction with others, and the

application of digital tools, while understanding each individual's differences and limitations.

Likewise, teachers use innovative tools in their professional lives, and we can say that experience

highlights the importance of using methods and techniques that align with the technological

era. Vera (2023) concludes that teachers value the efficiency, personalization, and feedback

achieved through AI; however, the importance of responsible use is emphasized to ensure

quality education.

This research was conducted to investigate how higher education teachers are integrating artificial

intelligence into their learning planning and assessment. Once all aspects related to its use are

examined, the goal is to create plans that strengthen the use of AI in teachers' teaching methods.

Methodology

This research employed a qualitative approach with a descriptive nature, aimed at understanding

how university professors in Nicaragua utilize AI for learning planning and assessment processes.

Information was collected through semi-structured interviews and surveys administered to uni-

versity professors from various disciplines. The objective of this research was to investigate how

professors are using AI for planning and assessing their students' learning within the educational

environment. Examples of pedagogical practices where efforts have been made to employ AI-

based tools were also gathered.

"In descriptive studies, the researcher must be able to define, or at least visualize, what will be

measured (concepts, variables, components, among others) and about what or whom data will

be collected (people, groups, communities, objects, events, etc.)" (Nieto, 2018, p. 2).

This study was conducted as follows: First, a survey was administered using the Google Forms

platform. The survey consisted of a total of 6 closed-ended questions that inquired about: Their

general knowledge of AI. How they were applying it in the classroom. Which applications they

had used. Whether they possessed technological tools at home to implement it. A general

question: How frequently did they use AI? The activities they most commonly performed with

the applications. Additionally, it included 3 open-ended questions where teachers could express

Implementation of artificial intelligence: A strategy for

learning planning and evaluation

148 Sergio Alberto Mejía Rivera

in their own words: The key benefits of using AI for planning and assessing learning. How they

use these tools in the classroom. The results they were obtaining.

After validating the survey and interview, we proceeded to select a population of 70 univer-

sity-level professors. From this population, a sample of 30 professors was selected. As defined

by Mata et al. (1997, p. 19), sampling is the method used to select sample components from

the total population: 'It consists of a set of rules, procedures and criteria through which a group

of elements is chosen from a population to represent what occurs in the entire population.

The selection criteria included all professors who voluntarily participated in the survey, which

was shared through WhatsApp groups as well as personally.

Finally, the analysis was conducted using descriptive statistics. Through this method, response

frequencies were calculated based on the answers provided by the professors. The quantitative

data were processed using Microsoft Office Excel to obtain percentage analyses, tables, and

graphs.

For the qualitative analysis, responses were grouped into thematic categories according to the

informants' answers. The quantitative analysis helped summarize the interview responses from

the professors. This process facilitated the identification of patterns and trends, highlighting key

uses of AI in educational planning and assessment.

Once the data were processed, conclusions and recommendations were drawn regarding uni-

versity professors' knowledge and application of AI in learning planning and assessment.

Results

The analysis of results obtained from the administered survey allows identification of university

professors' level of knowledge about AI - a fundamental aspect for understanding their degree

of preparedness to face current technological challenges in higher education.

Graph1

Level of knowledge about artificial intelligence among professors

Note: Mejía (2024).

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Graph 1 shows the percentage distribution of AI knowledge levels among respondents, revealing

clear trends: 62.5% fall into the basic level, indicating limited familiarity with the subject. 25%

reach an intermediate level, demonstrating greater understanding and use of AI. Only 12.5%

possess advanced knowledge, reflecting deeper mastery of the technology. Notably, no parti-

cipants reported lacking knowledge (0% in "None"), suggesting widespread interest in AI.

Graph 2

Teachers who have received training on artificial intelligence applied to education

Note: Mejía (2024).

Graph 2 displays the percentage of faculty training received. The data reveals that: 62.5% of

teachers have received AI tool training. 37.5% have not received training. These results are en-

couraging as a significant proportion of faculty have been trained. However, there remains a

need to further promote training programs on AI applications for learning planning and asses-

sment.

Graph 3

Use of AI tools for learning planning and assessment in educational settings

Note: Mejía (2025).

Implementation of artificial intelligence: A strategy for

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150 Sergio Alberto Mejía Rivera

Graph 3 demonstrates the use of AI tools among higher education faculty, showing that: 62.5%

employ these tools for planning and assessing student learning. 37.5% do not currently utilize

them. This indicates a relatively high adoption rate of AI technologies in education. The data

suggests that many educators recognize AI's value for: Optimizing pedagogical processes, ena-

bling personalization, facilitating more efficient assessment and supporting precise planning.

While most faculty have incorporated AI tools into their teaching practice, a significant portion

(37.5%) remains non-adoptive. This underscores the need for continued promotion of AI inte-

gration and comprehension in educational settings.

Graph 4

AI tools used for learning planning and assessment

Note: Mejía (2025).

Graph 4 displays the AI tools employed by higher education faculty for learning planning and

assessment. The data reveals: 57% of faculty choose to use ChatGPT, indicating strong prefe-

rence for this particular tool. This reflects educators' trust in ChatGPT's effectiveness for: Content

development, doubt resolution and learning personalization.

A significant proportion of faculty also utilize other tools like Google and Genially to complement

their teaching practice. These tools are valued for enabling: Creation of interactive didactic ma-

terials and continuous assessment capabilities.

Table 1

Summary of the advantages of using ai in learning planning and assessment by educators

Note: Mejía (2025).

They are very helpful because they manage to generate learning alternatives.

They can serve as a guide for the application of strategies and methodologies.

Allows better planning and assessment of knowledge acquired by students.

They minimize time in some planning processes.

Better planning and evaluation of learning.

More didactic activities, exercises, and varied ones can be offered.

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Table 1 presents a summary of the main advantages of using AI as reported by higher education

faculty participants in the interview. The respondents indicate that artificial intelligence tools are

useful for: Learning planning and assessment, generating learning alternatives, time optimization

and improving learning process quality. A key benefit is the reduction in planning and asses-

sment time, enabling faculty to focus more on: direct student interaction and implementing ef-

fective teaching strategies.

Discussion

With the development of AI, it is necessary to structure a teacher training program that fosters

critical thinking, enabling students to understand world events and avoid thoughtless approa-

ches that rely on resources limiting reason; as explained by (Chomsky, 2001). In this context,

while 62% of teachers have received AI tool training - representing significant progress - 38%

remain untrained. This gap highlights the urgent need to expand and intensify training programs

to promote more conscious, widespread, and effective use of AI in education.

According to Barrios et al. (2021), teachers can design assessments that promote critical and

creative thinking, skills that cannot be easily replicated by AI tools. However, despite this poten-

tial, the levels of AI knowledge among faculty remain limited: 62.5% of surveyed teachers report

having a basic level, while only 12.5% possess advanced knowledge. This situation highlights

the urgent need to strengthen teacher training in AI use, in order to expand their understanding

and effective utilization in the educational context.

On the other hand, the use of AI models has had a significant impact on education, including

improvements in efficiency, personalized and global learning, administrative enhancements,

and the generation of intelligent content (virtual reality, robotics, audiovisual files, or 3D techno-

logy) (Chen et al., 2020). In this context, it is observed that 62.5% of teachers already use artificial

intelligence tools for planning and evaluating learning, which reflects a positive adoption level

as it allows them to dedicate more time to student consultations and knowledge reinforcement.

However, 37.5% still do not incorporate these tools into their teaching practice, which unders-

cores the need to promote their effective inclusion, particularly in key areas such as educational

planning and assessment.

ChatGPT can assist educators in various tasks, including: Creation of educational materials, les-

son planning, student assessment and design of didactic activities. These capabilities not only

enable teachers to save time but also promote more personalized and student-centered lear-

ning (Vincent & van der Vlies, 2020; Martínez, Billelabeitia & Melero, 2023). Given this evidence,

it's unsurprising that ChatGPT is the preferred tool among university faculty for learning plan-

ning and assessment, with a 57% adoption rate. Other tools like Google and Genially show

only 14% preference, demonstrating ChatGPT's perceived utility in enhancing the educational

process.

Ayuso and Gutiérrez (2022) argue that AI in education has the potential to adapt teaching met-

Implementation of artificial intelligence: A strategy for

learning planning and evaluation

152 Sergio Alberto Mejía Rivera

hods to students' individual needs, thereby enhancing learning effectiveness. Aligned with this

perspective, educators highlight several perceived advantages of AI-based tools, including:Time

optimization, improved quality in planning and assessment processes, and generation of more

personalized learning alternatives. Furthermore, AI is particularly valued for its capacity to: Pro-

vide guidance on methodological strategies and offer diverse didactic activities. These features

reinforce AI's utility in educational practice.

AI offers great potential to improve the efficiency and effectiveness of the teaching-learning

process in education, by providing teachers with tools that will help them better plan and assess

their students' knowledge.

The implementation of AI in educational assessment offers significant benefits for both students

and teachers. Students benefit from instant and personalized feedback, as well as assessments

adapted to their competency level. For their part, teachers benefit from reduced workload and

access to valuable information for educational decision-making.

Conclusions

The results demonstrate that artificial intelligence (AI) represents a valuable resource for en-

hancing the efficiency and effectiveness of the teaching-learning process. Its implementation

enables educators to: Optimize time management, iImprove the quality of lesson planning and

assessment, design more personalized, student-centered learning experiences

Most teachers demonstrate greater familiarity with ChatGPT, which they use to develop lesson

plans and student assessments.

Regarding other AI tools, teachers only have a basic understanding of their use.

A significant percentage of educators have received training on implementing AI for lesson

planning and assessment, but 37.5% still require AI training.

Teachers highlight several advantages of using AI, such as: Time optimization, improved quality

in planning and assessment, and the creation of alternative learning methods.

A general course on the use of artificial intelligence should be implemented, enabling teachers

to familiarize themselves with and understand which tools to use for lesson planning and lear-

ning assessment, with the goal of achieving 100% AI-trained educators. This course should be

delivered in blended learning (B-learning) mode, as this educational model combines face-to-

face and virtual instruction, thereby enhancing participation among all teachers.

A balanced and critical approach to implementing AI in education is necessary to ensure that

both educators and students understand the benefits and limitations of this technology and

can use it effectively to enhance the teaching-learning process.

Revista Digital de Investigación y Postgrado, 6(12),143-154

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Therefore, the following recommendations are made for higher education institutions: Develop

clear policies and strategies for the integration of AI in education, including the identification of

clear objectives and the assessment of benefits and risks. Provide educators with the necessary

training to use AI effectively and ethically in the classroom. Foster collaboration between edu-

cators and AI researchers to ensure: Technology alignment with educational system require-

ments and pedagogically sound implementation.

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