Transition and Artificial Intelligence: The Case of Student Professionalisation

ABSTRACT The article explores the importance of university students' knowledge of the world as an essential prerequisite for facing digital, ecological and human transitions. A study of 50 third‐year students of primary education sciences investigates (a) familiarity with reflection during learning; (b) the influence of artificial intelligence in the construction of knowledge; and (c) the degree of trust placed in AI to improve skills. The aim is to highlight students' metacognitive attitude towards AI, its creative use and the beliefs that emerged in their professional development.