Chapter 2: Artificial intelligence in professional development for formative research in university faculty: A phenomenological–hermeneutic perspective

The chapter examines the integration of artificial intelligence (AI) into formative research at Peruvian universities from a phenomenological-hermeneutic perspective. Based on interviews with teachers (n=6) and analysis of curriculum documents, it reconstructs the understandings, tensions, and decisions that emerge when introducing AI into inquiry-based teaching. The findings show that sustainable adoption occurs when the macro-meso-micro-nano chain (policy, curriculum, syllabus, and portfolio) is aligned and traceability (DOI/URL and screenshots) is required along with oral defense of decisions. A didactic-curricular itinerary is proposed with a template for responsible AI tasks, a RASTRO rubric (Traceability, Authenticity, Supervision, Transparency, Ethical Responsibility, and Originality), a hermeneutic log, and an integrity checklist. The central thesis asserts that AI becomes curricular not because of its presence, but because of the verifiable traces it leaves and the preservation of human agency in decision-making; in this way, the quality of writing, methodological coherence, and explicit ethics in research training are elevated.