DATASET DESCRIPTION – README FILE Dataset title Transforming Curriculum Design with Generative AI: A Model for Assessing Teacher Digital Competence Creator Francisco David Guillιn Gαmez University of Mαlaga (Spain) Contact davidguillen@uma.es Description of the dataset This dataset contains the responses collected from teachers through a structured questionnaire designed to analyse their perceptions, attitudes, and behavioural intentions regarding the use of Generative Artificial Intelligence (GenAI) tools in educational contexts. The dataset includes sociodemographic variables and questionnaire items measured using Likert-type scales. Each row represents one participant and each column represents one variable. File format The dataset is provided in SPSS format (.sav). SOCIODEMOGRAPHIC VARIABLES Sex Sex of the teacher. Age Average age of the participant. Stage Educational stage where the teacher works. rural_urban Type of territory where the school is located (urban or rural). INSTRUMENT STRUCTURE All questionnaire items were measured using a Likert-type scale 7 points. The instrument is composed of the following constructs: Digital Competence (DC) DC.1- I know how to adapt and plan the use of GenAI tools to my area of knowledge DC.2-I know how to use GenAI tools to plan activities that personalize learning based on students' levels and styles DC.3-I am able to plan the use of academic writing tools (such as ChatGPT, COPILOT, GEMINI) in the teaching-learning process of my students DC.4-I am able to plan the use of photography tools (DALL-E 3, Midjourney...) in the teaching-learning process of my students DC.5-I am able to plan the use of multimedia presentation tools (CanvaAI or other similar tools) in the teaching-learning process of my students DC.6-I am able to plan the use of video editing tools (Synthesia, Heygen...) in the teaching-learning process of my students Behavioral Intention (BI) BI.1 – I want to learn more about GenAI tools to incorporate them into my students' academic tasks BI.2 – I plan to integrate some GenAI tools into my teaching methods in the near future BI.3 – Assuming my educational institution offers me the necessary support and infrastructure for GenAI tools, I intend to use it BI.4 – I am likely to participate in workshops or courses on the use of AI in education BI.5 – I plan to use GenAI tools to create interactive learning content for my subjects BI.6 – I would recommend to my fellow teachers the use of GenAI tools to improve the efficiency of student assessment Attitude of Use (AOU) AOU.1 – I believe that AI tools can personalize learning and better meet the individual needs of students AOU.2 – I think GenAI tools could help me teach more efficiently AOU.3 – If I had enough time, I would be interested in learning more about GenAI tools to improve my teaching practice AOU.4 – I think that thanks to GenAI tools, the teaching materials for my subjects could be more innovative and creative Perceived Usefulness (PU) PU.1 – I think that using GenAI tools could facilitate the preparation of teaching materials for my subjects PU.2 – The use of GenAI tools could optimize my time management in teaching and research activities PU.3 – GenAI tools can enrich the content of my lessons PU.4 – The use of GenAI tools can improve self-education PU.5 – I believe that using GenAI tools can reduce the time spent preparing my classes PU.6 – GenAI tools would help me personalize learning for each of my students, adapting it to their needs Perceived Ease of Use (PEOU) PEOU.1 – It would be easy for me to acquire skills in using these digital tools with GenAI to teach my students PEOU.2 – I would feel comfortable integrating GenAI tools into my daily teaching practice PEOU.3 – Carrying out educational activities with my students using GenAI tools would not require much effort PEOU.4 – I am confident that I could teach GenAI tools to my students without constant assistance PEOU.5 – Using these GenAI tools in my classes would not require much mental effort PEOU.6 – Using these tools allows me to be more efficient in my profession Perceived Enjoyment (PE) PE.1 – I am motivated to innovate in my classes using GenAI tools to improve my teaching PE.2 – Using GenAI tools in research provides me with a more enriching and enjoyable experience PE.3 – I find it stimulating to use GenAI tools to improve the visual presentation of my lessons PE.4 – I am excited to integrate GenAI tools into the writing and editing of academic materials PE.5 – Using GenAI tools for video editing makes preparing my classes more interesting PE.6 – I enjoy using GenAI tools for photo editing in my teaching materials Self-Efficacy (SE) SE.1 – I feel capable of solving basic technical problems that may arise when using GenAI tools in the classroom SE.2 – I am confident in my ability to adapt my lesson plans to the use of AI tools even when facing technological challenges SE.3 – I feel capable of learning how to use GenAI tools for teaching using online video tutorials SE.4 – I can learn to use new GenAI tools on my own to improve my teaching methods SE.5 – I am confident that I can handle GenAI tools in my classes if I have the initial support of an expert SE.6 – I believe I can innovate in my teaching using GenAI tools Ethical considerations Participation in the study was voluntary and anonymous. The dataset does not contain personally identifiable information. Recommended citation Guillιn Gαmez, F. D., Tomczyk ?., Linoska Dνaz Vargas, B., Habibi, A. (2026). Transforming Curriculum Design with Generative AI: A Model for Assessing Teacher Digital Competence.