This study addresses a critical gap in teaching assistant (TA) development at Universidad Austral's Faculty of Business Sciences. Traditional assessment methods measuring only theoretical knowledge and attendance limit TAs' potential as future faculty members. These conventional evaluations fail to develop proactive competencies essential for educational innovation. We implemented a quasi-experimental intervention with 17 TAs (from a pool of 62) working with 34 professors across 8 courses in 5 undergraduate programs during 2026. The final assessment was redesigned into an active learning experience with three integrated components as independent variables: (1) AI-assisted co-creation using ChatGPT for iterative proposal development, (2) 20-second elevator pitch videos, and (3) digital collaborative portfolios via Padlet. Dependent variables measured pedagogical proposal quality, communication effectiveness, critical AI evaluation skills, and role transformation. Data collection combined qualitative analysis of documented AI interactions, video assessments, portfolio content analysis, and departmental implementation rates. Results demonstrate how each method contributed to TA transformation. AI co-creation developed critical thinking as TAs refined proposals through iterative dialogue. Elevator pitches strengthened synthesis and persuasive communication by distilling complex ideas into compelling arguments. Collaborative portfolios fostered peer feedback skills and collective learning dynamics. TAs generated diverse pedagogical innovations including redesigned activities, peer feedback systems, gamification strategies, and interactive multimedia resources. Departments implemented multiple proposals, validating their practical value. Key findings reveal AI functioning as reflective scaffolding, authentic assessment intensifying commitment, and successful TA repositioning as strategic pedagogical collaborators. This framework offers replicable models for developing future faculty while advancing institutional innovation capacity in higher education.

Authors:
Cecilia Primogerio, Universidad Austral, Argentina
Camila del Carril, Universidad Austral, Argentina

About the Presenter(s)
She currentley works as Coordinator of the Faculty Education Department of Business Sciences from the Austral University in Buenos Aires, Argentina. She is a researcher on topics related with teaching and learning at the university level.

Connect on Linkedin
https://www.linkedin.com/in/cecilia-primogerio-8220989

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