DIGITAL LITERACY: AN ANALYSIS OF THE MEANINGS OF AI USE GUIDELINES FOR INITIAL TEACHER EDUCATION

Abstract

This article analyzes the guidelines of the Reference Framework for the Responsible Use and Development of Artificial Intelligence (AI) in Education, focusing on initial teacher education at the higher education level. The Reference Framework, published in 2025, aims to establish fundamental practices and guidelines for the use of AI in Basic Education and Higher Education in public and private institutions, recommending the revision of training curricula. This research is grounded in a qualitative and exploratory-descriptive approach, employing content analysis (Bardin, 2016) as an investigative framework. The analyses revealed that the text not only establishes a political-institutional framework, but also performs a guiding function for the reformulation of teacher training curricula. By prescribing recommendations for the responsible integration of AI, the document positions itself as a guide for the ethical modernization of undergraduate teacher education programs, aimed at developing teacher digital literacy. The intersection between empirical data and theoretical frameworks indicates that, although the document establishes competencies and proposes a conceptual resignification of initial teacher education, the guidelines directed toward continuing professional development remain dependent on institutional decisions for their effective implementation.