Artificial intelligence and universal design for learning in teacher education

Initial teacher education faces the challenge of integrating artificial intelligence as a pedagogical resource that fosters inclusive and autonomous learning. This study aimed to analyze the effectiveness of a teaching methodology based on Universal Design for Learning, supported by the use of artificial intelligence virtual assistants (ChatGPT and DeepSeek), implemented in a digital technologies course for pre-service preschool teachers. The methodology promoted self-management of knowledge and culminated in the creation of an educational website as an integrative evidence. Forty-six students participated, responding to an 11-point Likert-scale questionnaire that assessed five dimensions: methodological management, digital competencies, educational inclusion, valuation of the integrative evidence, and overall satisfaction. Results showed positive evaluations across all dimensions, particularly highlighting the development of digital competencies (M = 9.30, SD = 0.95) and the promotion of inclusive environments (M = 9.17, SD = 1.17). The integrative evidence was valued as relevant for professional practice (M = 9.22). The instrument demonstrated excellent internal consistency (α = .93; ω = .94). It is concluded that the intentional incorporation of artificial intelligence, articulated through Universal Design for Learning, significantly contributes to the development of digital and pedagogical competencies in initial teacher education, positioning AI as a mediating resource for inclusive and autonomous learning.