Políticas educativas para la integración responsable de la inteligencia artificial en la educación universitaria: desafíos éticos y oportunidades pedagógicas
DOI:
https://doi.org/10.63969/gfmnyn91Palabras clave:
inteligencia artificial, educación superior, políticas educativas, ética digitalResumen
La inteligencia artificial está transformando la vida universitaria y la manera en que docentes y estudiantes se relacionan con el conocimiento. Los asistentes generativos, tutores inteligentes y sistemas adaptativos ofrecen oportunidades para personalizar el aprendizaje, brindar retroalimentación inmediata y atender distintas necesidades formativas. Sin embargo, su uso también genera inquietudes relacionadas con la privacidad, la autoría académica, los sesgos algorítmicos y la dependencia tecnológica. Frente a esta realidad, la investigación tuvo como objetivo analizar las políticas educativas destinadas a promover el uso responsable de la inteligencia artificial en la educación superior. Para ello, se realizó una revisión sistemática de la literatura siguiendo las directrices de PRISMA 2020. El análisis de 28 artículos científicos permitió reconocer la importancia de la gobernanza tecnológica, la integridad académica, la protección de datos, la alfabetización en inteligencia artificial y la supervisión humana. Se concluyó que incorporar estas tecnologías responsablemente implicó mucho más que disponer de herramientas avanzadas, pues las universidades necesitaron establecer orientaciones claras, fortalecer las competencias digitales y proteger los derechos de su comunidad. De este modo, la inteligencia artificial pudo complementar el trabajo docente y contribuir a una formación más ética, inclusiva y centrada en las personas.
Descargas
Referencias
Aditya, B. R., Ferdiana, R., & Kusumawardani, S. S. (2022). Identifying and prioritizing barriers to digital transformation in higher education: A case study in Indonesia. International Journal of Innovation Science, 14(3/4), 445–460. https://doi.org/10.1108/IJIS-11-2020-0262
Bates, T., Cobo, C., Mariño, O., & Wheeler, S. (2020). Can artificial intelligence transform higher education? International Journal of Educational Technology in Higher Education, 17, Article 42. https://doi.org/10.1186/s41239-020-00218-x
Bearman, M., & Ajjawi, R. (2023). Learning to work with the black box: Pedagogy for a world with artificial intelligence. British Journal of Educational Technology, 54(5), 1160–1173. https://doi.org/10.1111/bjet.13337
Bearman, M., Ryan, J., & Ajjawi, R. (2023). Discourses of artificial intelligence in higher education: A critical literature review. Higher Education, 86(2), 369–385. https://doi.org/10.1007/s10734-022-00937-2
Benavides, L. M. C., Tamayo Arias, J. A., Arango Serna, M. D., Branch Bedoya, J. W., & Burgos, D. (2020). Digital transformation in higher education institutions: A systematic literature review. Sensors, 20(11), Article 3291. https://doi.org/10.3390/s20113291
Bond, M., Khosravi, H., De Laat, M., Bergdahl, N., Negrea, V., Oxley, E., Pham, P., Chong, S. W., & Siemens, G. (2024). A meta systematic review of artificial intelligence in higher education: A call for increased ethics, collaboration, and rigour. International Journal of Educational Technology in Higher Education, 21, Article 4. https://doi.org/10.1186/s41239-023-00436-z
Chan, C. K. Y. (2023). A comprehensive AI policy education framework for university teaching and learning. International Journal of Educational Technology in Higher Education, 20, Article 38. https://doi.org/10.1186/s41239-023-00408-3
Chan, C. K. Y., & Hu, W. (2023). Students’ voices on generative AI: Perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20, Article 43. https://doi.org/10.1186/s41239-023-00411-8
Costa, M. F. B., Tinoco, G. O., Corrêa, N. S. F., Botelho, P. C., & Fontainha, T. C. (2025). Desafios e oportunidades da inteligência artificial no ensino superior: Percepções dos docentes no ambiente universitário. Avaliação: Revista da Avaliação da Educação Superior, 30. https://doi.org/10.1590/1982-57652025v30id286435
Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2024). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228–239. https://doi.org/10.1080/14703297.2023.2190148
Crompton, H., & Burke, D. (2023). Artificial intelligence in higher education: The state of the field. International Journal of Educational Technology in Higher Education, 20, Article 22. https://doi.org/10.1186/s41239-023-00392-8
Farrokhnia, M., Banihashem, S. K., Noroozi, O., & Wals, A. (2024). A SWOT analysis of ChatGPT: Implications for educational practice and research. Innovations in Education and Teaching International, 61(3), 460–474. https://doi.org/10.1080/14703297.2023.2195846
Jafari, F., & Keykha, A. (2024). Identifying the opportunities and challenges of artificial intelligence in higher education: A qualitative study. Journal of Applied Research in Higher Education, 16(4), 1228–1245. https://doi.org/10.1108/JARHE-09-2023-0426
Johnston, H., Wells, R. F., Shanks, E. M., Boey, T., & Parsons, B. N. (2024). Student perspectives on the use of generative artificial intelligence technologies in higher education. International Journal for Educational Integrity, 20, Article 2. https://doi.org/10.1007/s40979-024-00149-4
Koć-Januchta, M. M., Schönborn, K. J., Roehrig, C., Chaudhri, V. K., Tibell, L. A. E., & Heller, C. (2022). “Connecting concepts helps put main ideas together”: Cognitive load and usability in learning biology with an AI-enriched textbook. International Journal of Educational Technology in Higher Education, 19, Article 11. https://doi.org/10.1186/s41239-021-00317-3
Kuleto, V., Ilić, M. P., Dumangiu, M. A., Ranković, M., Martins, O. M. D., Păun, D., & Mihoreanu, L. (2021). Exploring opportunities and challenges of artificial intelligence and machine learning in higher education institutions. Sustainability, 13(18), Article 10424. https://doi.org/10.3390/su131810424
Laupichler, M. C., Aster, A., Schirch, J., & Raupach, T. (2022). Artificial intelligence literacy in higher and adult education: A scoping literature review. Computers and Education: Artificial Intelligence, 3, Article 100101. https://doi.org/10.1016/j.caeai.2022.100101
Lim, W. M., Gunasekara, A., Pallant, J. L., Pallant, J. I., & Pechenkina, E. (2023). Generative AI and the future of education: Ragnarök or reformation? A paradoxical perspective from management educators. The International Journal of Management Education, 21(2), Article 100790. https://doi.org/10.1016/j.ijme.2023.100790
Luo, J. (2024). A critical review of GenAI policies in higher education assessment: A call to reconsider the “originality” of students’ work. Assessment & Evaluation in Higher Education, 49(5), 651–664. https://doi.org/10.1080/02602938.2024.2309963
Mousavi, A., Schmidt, M., Squires, V., & Wilson, K. (2021). Assessing the effectiveness of student advice recommender agent: The case of automated personalized feedback. International Journal of Artificial Intelligence in Education, 31(3), 603–621. https://doi.org/10.1007/s40593-020-00210-6
Ouyang, F., Zheng, L., & Jiao, P. (2022). Artificial intelligence in online higher education: A systematic review of empirical research from 2011 to 2020. Education and Information Technologies, 27, 7893–7925. https://doi.org/10.1007/s10639-022-10925-9
Perkins, M. (2023). Academic integrity considerations of AI large language models in the post-pandemic era: ChatGPT and beyond. Journal of University Teaching & Learning Practice, 20(2), Article 07. https://doi.org/10.53761/1.20.02.07
Popenici, S. A. D., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12, Article 22. https://doi.org/10.1186/s41039-017-0062-8
Salas-Pilco, S. Z., & Yang, Y. (2022). Artificial intelligence applications in Latin American higher education: A systematic review. International Journal of Educational Technology in Higher Education, 19, Article 21. https://doi.org/10.1186/s41239-022-00326-w
Seo, K., Tang, J., Roll, I., Fels, S., & Yoon, D. (2021). The impact of artificial intelligence on learner–instructor interaction in online learning. International Journal of Educational Technology in Higher Education, 18, Article 54. https://doi.org/10.1186/s41239-021-00292-9
Southworth, J., Migliaccio, K., Glover, J., Glover, J. N., Reed, D., McCarty, C., Brendemuhl, J., & Thomas, A. (2023). Developing a model for AI across the curriculum: Transforming the higher education landscape via innovation in AI literacy. Computers and Education: Artificial Intelligence, 4, Article 100127. https://doi.org/10.1016/j.caeai.2023.100127
Stolz, S. A., Winterburn, A. L., & Palmer, E. (2024). Is learning with ChatGPT really learning? Educational Philosophy and Theory, 56(12), 1253–1264. https://doi.org/10.1080/00131857.2024.2376641
Yusuf, A., Pervin, N., & Román-González, M. (2024). Generative AI and the future of higher education: A threat to academic integrity or reformation? Evidence from multicultural perspectives. International Journal of Educational Technology in Higher Education, 21, Article 21. https://doi.org/10.1186/s41239-024-00453-6
Descargas
Publicado
Número
Sección
Licencia
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
Los artículos publicados en la revista se distribuyen bajo la licencia Creative Commons Atribución 4.0 Internacional (CC BY 4.0). Esta licencia permite a terceros descargar, copiar, distribuir, adaptar y reutilizar una obra, incluso con fines comerciales, siempre que se otorgue el crédito adecuado al autor original.
