by Rubén Darío Cárdenas Espinosa, Julio César Caicedo Eraso, Mauricio Arbeláez Rendón
ABSTRACT
The advancement of Artificial Intelligence (AI) in education requires rigorous and contextually relevant assessment instruments. This study addresses the need by presenting a preliminary cross-cultural validation of the Inventory of Strategic Competencies for Innovation with AI (ICE-IA), a new instrument designed to measure the competencies of technical and vocational training students in Latin America. The objective was to develop and validate a psychometrically sound instrument to assess key competencies in AI. The methodology involved an exploratory factor analysis (AFE) on a non-probabilistic convenience sample of 55 students from technical and engineering programs in Colombia and Mexico. The results demonstrate excellent internal consistency (Cronbach’s α = 0.891) and a strong three-factor structure (AI Management (MIA), Ethical Application (APE) and Strategic Adaptation (AE_IA)) that explains 53.6% of the total variance. The analysis of mean differences did not find significant variations by gender, age or nationality, providing initial evidence of equity. The conclusions highlight that the ICE-IA is a valid and reliable instrument in this pilot phase, constituting a foundational tool for evidence-based curriculum development and comparative research on AI competencies in Latin America. In addition, this preliminary instrument establishes a solid basis for future validations with larger and more diverse samples, facilitating international comparisons and contributing to the global advancement in the assessment of AI competencies. Its cross-cultural and multifaceted approach positions it as a key tool for informing inclusive education policies, designing effective pedagogical interventions, and fostering an ethical workforce prepared for contemporary technological challenges.
