WORK AND PRECARIOUSNESS IN HIGHER EDUCATION: ANALYSIS OF THE IMPACTS OF NEW TECHNOLOGIES AND ARTIFICIAL INTELLIGENCE ON TEACHING WORK IN SPAIN

Abstract

This article presents the results of the pre-test application of the research questionnaire, which aimed to analyze the implications of new technologies for teaching work in Higher Education in view of the reverberations of technological innovations in interaction and communication, and artificial intelligence, and their implications in the field of higher education, which was carried out at the Palencia Faculty of Education, University of Valladolid, La Yutera Campus in Spain. This study consisted of a mixed (quantitative and qualitative), exploratory, descriptive and inferential study structured around a pre-test of the questionnaire with two stages: 1) the application of the questionnaire individually to a sample of 13 (thirteen) teachers; 2) analysis of the responses in order to obtain information to improve the questionnaire. A tested and improved questionnaire
was obtained, as well as the development of an improved methodology for the pre-test. Based on empirical research and a careful review of the literature, the reflections gathered point to the perception of teachers in relation to the precariousness of working relationships, while at the same time highlighting a strong perception among teachers that neoliberal policies have had a negative influence on higher education, with impacts such as the pressure for productivity, the reduction in
public funding and the precariousness of teaching work in Spain.