Keywords
artificial intelligence
distance education
educational technology
professional competence
How to Cite
Abstract
The growing use of artificial intelligence (AI) in higher education raises challenges for preventive training. This cross-sectional study examined occupational safety and health (OSH) competencies, digital competence and AI literacy, and anticipated acceptance of a digital educational guide among distance-education students at a Colombian university. A convenience sample of 96 students completed a self-administered questionnaire. Descriptive statistics, internal consistency, comparisons by previous OSH training, and Spearman correlations were analyzed. Previous academic AI use was reported by 96.9% of respondents. Mean standardized scores were 77.8 for OSH, 80.7 for digital competence and AI literacy, and 81.4 for guide acceptance. Students with prior OSH training reported higher OSH scores (82.3 versus 74.2; Hedges' g = 0.77). Correlations between domains were positive (rho = 0.504–0.654). Students prioritized hazard identification, preventive measures, and emergency response. These findings inform the preliminary design of a mobile, asynchronous educational guide; however, self-reported measures and the cross-sectional design do not establish objective performance or educational effectiveness.
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