Charla futurista con Inteligencia Artificial: Explorando su impacto en la Educación Superior de América Latina
Palabras clave:
Educación superior, prospectiva, inteligencia artificial, ChatGPT, América Latina
Resumen
La integración de la inteligencia artificial en la educación superior en América Latina representa una oportunidad crucial para transformar el panorama educativo en un contexto de cambio constante. Esta investigación tuvo como objetivo explorar los procesos y desafíos asociados con esta integración en un horizonte de diez años, empleando como fuente a la propia inteligencia artificial conversacional. Se adoptó un enfoque metodológico cualitativo con un diseño no experimental, estructurado en cuatro fases que incorporan técnicas de prospectiva estratégica de Godet (2007), creación de escenarios de Schwartz (1996) y elementos de Inayatullah (2008). Los resultados identifican factores clave a priorizar en esta transición: El desarrollo de habilidades, la mejora de la calidad educativa, los desafíos en la evaluación, el rendimiento académico y la diversificación cultural. Las conclusiones enfatizan la necesidad de un modelo educativo que no solo fortalezca la formación técnica, sino que también promueva el desarrollo integral de los estudiantes, fomentando un ecosistema inclusivo. Asimismo, se plantea la necesidad de profundizar en investigaciones sobre la equidad en la integración de la inteligencia artificial, así como en estrategias de capacitación para docentes y estudiantes, a fin de que asuman un rol activo como agentes de cambio en su entorno regional.
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Galbally, P., y Christodoulidi, F. (2023). Personalised learning pedagogies and the impact on student progression and retention: The case of counselling training within a university setting. Teaching in Higher Education, 29(8), 2148-2167. https://doi.org/10.1080/13562517.2023.2211933
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Heredia-Carroza, J., y Stoica, R. (2023). Artificial intelligence’s applications in higher education: A systematic literature review. Journal of Public Administration, Finance and Law, 30(9), 97-115. https://doi.org/10.47743/jopafl-2023-30-09
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Barendregt, L., Bendor, R., y Van Eekelen, B. (2024). Teaching for transformation: Lessons from critical pedagogy for design futures education. Journal of Futures Studies, 28(4), 123-128. https://jfsdigital.org/wp-content/uploads/2024/05/9.pdf
Bearman, M., Ryan, J., y 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
Bojorque, R., y Pesántez-Avilés, F. (2020). Academic quality management system audit using Artificial Intelligence techniques. In T. Ahram (Ed.), Advances in Artificial Intelligence, Software and Systems Engineering. AHFE 2019. Advances in Intelligent Systems and Computing (Vol. 965; pp. 275-283). Springer. https://doi.org/10.1007/978-3-030-20454-9_28
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Fanti, L., Guarascio, D., y Moggi, M. (2022). From Heron of Alexandria to Amazon’s Alexa: A stylized history of AI and its impact on business models, organization and work. Journal of Industrial and Business Economics, 49, 409-440. https://doi.org/10.1007/s40812-022-00222-4
Farrelly, T., y Baker, N. (2023). Generative artificial intelligence: Implications and considerations for higher education practice. Education Sciences, 13(11), 1109. https://doi.org/10.3390/educsci13111109
Fernández, N. R., y Pérez, C. G. (2016). La educación superior latinoamericana en el inicio del nuevo siglo. Situación, principales problemas y perspectivas futuras. Revista Española de Educación Comparada, (27), 123-148. https://doi.org/10.5944/REEC.27.2016.15044
Galbally, P., y Christodoulidi, F. (2023). Personalised learning pedagogies and the impact on student progression and retention: The case of counselling training within a university setting. Teaching in Higher Education, 29(8), 2148-2167. https://doi.org/10.1080/13562517.2023.2211933
Godet, M., y Durance, P. (2007). Prospectiva Estratégica: Problemas y métodos. Cuadernos de LIPSOR, No. 20. https://archivo.cepal.org/pdfs/GuiaProspectiva/Godet2007.pdf
Grájeda, A., Burgos, J., Córdova, P., y Sanjinés, A. (2023). Assessing student-perceived impact of using artificial intelligence tools: Construction of a synthetic index of application in higher education. Cogent Education, 11(1), 2287917. https://doi.org/10.1080/2331186X.2023.2287917
Grassini, S. (2023). Shaping the future of education: Exploring the potential and consequences of AI and ChatGPT in educational settings. Education Sciences, 13(3), 692. https://doi.org/10.3390/educsci13070692
Hamal, O., El Faddouli, N.-E., Harouni, M. H. A., y Lu, J. (2022). Artificial intelligent in education. Sustainability, 14(5), 2862. https://doi.org/10.3390/su14052862
Heredia-Carroza, J., y Stoica, R. (2023). Artificial intelligence’s applications in higher education: A systematic literature review. Journal of Public Administration, Finance and Law, 30(9), 97-115. https://doi.org/10.47743/jopafl-2023-30-09
Inayatullah, S. (2008). Six pillars: Futures thinking for transforming. Foresight, 10(1), 4-21. https://doi.org/10.1108/14636680810855991
Inayatullah, S. (2009). Causal layered analysis: An integrative and transformative theory and method. In J. Glenn y T. Gordon (Eds.), Futures research methodology Version 3.0. Millennium Project. https://www.metafuture.org/wp-content/uploads/2016/01/Causal-Layered-Analysis-FRM-version-3-2009.pdf
Lafont, J., Torres, F., y Ensuncho, A. (2021). Desafíos de las universidades ante la tendencia mundial de la Industria 4.0. Revista de Ciencias Sociales (Ve), XXVII(E-4), 306-318. https://doi.org/10.31876/rcs.v27i.37009
La Prospective (2024). MICMAC [Computer Software]. La Prospective. http://es.laprospective.fr/Metodos-de-prospectiva.html
López, F. (2023). Posibles futuros de la educación superior en América Latina y el Caribe: antecedentes, situación actual, escenarios y alternativas. Educación Superior y Sociedad (ESS), 35(10), 29-57. https://doi.org/10.54674/ess.v35i1.856
Maita-Cruz, Y. M., Flores-Sotelo, W. S., Maita-Cruz, Y. A., y Cotrina-Aliaga, J. C. (2022). Inteligencia artificial en la gestión pública en tiempos de Covid-19. Revista de Ciencias Sociales (Ve), XXVIII(E-5), 331-330. https://doi.org/10.31876/rcs.v28i.38167
Mao, J. (2021). Diversity and inclusion in Global Higher Education: Lessons from across Asia. Journal of International Students, 11(3), 761-764. https://doi.org/10.32674/jis.v11i3.3745
Mathew, D., Shukla, V. K., Chaubey, A., y Dutta, S. (September, 2021). Artificial intelligence: hope for future or hype by intellectuals? In 2021 9th international conference on reliability, infocom technologies and optimization (trends and future directions) (ICRITO), Noida, India (pp. 1-6). IEEE. https://ieeexplore.ieee.org/document/9596410
Michel-Villarreal, R., Vilalta-Perdomo, E., Salinas-Navarro, D. E., Thierry-Aguilera, R., y Gerardou, F. S. (2023). Challenges and opportunities of generative AI for higher education as explained by ChatGPT. Education Sciences, 13(9), 856. https://doi.org/10.3390/educsci13090856
OpenAI (2023). ChatGPT (Jun 10 version) [Large language model]. OpenAI. https://help.openai.com/en/articles/6825453-chatgpt-release-notes
Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura - UNESCO (2019). Artificial intelligence in education: Challenges and opportunities for sustainable development. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000366994
Peñalver-Higuera, M. J., Guerra-Castellanos, Y. B., Rodríguez, L. R., y López, R. D. P. (2024). Transformando la educación con Inteligencia Artificial: Hacia un aprendizaje personalizado en la Era 4.0. Revista de Ciencias Sociales (Ve), XXX(4), 416-430. https://doi.org/10.31876/rcs.v30i4.43040
Perera, P., y Lankathilake, M. (2023). AI in higher education: A literature review of ChatGPT and guidelines for responsible implementation. International Journal of Research and Innovation in Social Science (IJRISS), VII(6), 306-314. https://dx.doi.org/10.47772/IJRISS.2023.7623
Rabanal, R., Huamán, C. R., Murga, N. L., y Chauca, P. (2020). Desarrollo de competencias personales y sociales para la inserción laboral de egresados universitarios. Revista de Ciencias Sociales (Ve), XXVI(2), 250-258. https://doi.org/10.31876/rcs.v26i2.32438
Ramírez, A., Fonseca, L. M., y Triana, F. C. (2024). Inteligencia artificial en la administración universitaria: Una visión general de sus usos y aplicaciones. Revista Interamericana de Bibliotecología, 47(2), e353620. https://doi.org/10.17533/udea.rib.v47n2e353620
Renz, A., y Hilbig, R. (2020). Prerequisites for artificial intelligence in further education: Identification of drivers, barriers, and business models of educational technology companies. International Journal of Educational Technology in Higher Education, 17(1), 14. https://doi.org/10.1186/s41239-020-00193-3
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Publicado
2025-04-07
Cómo citar
Ruiz-Ruiz, M. F., Fernández-Peñuelas, I., Paucar-Lecaros, B. L., & Sallandt, U. (2025). Charla futurista con Inteligencia Artificial: Explorando su impacto en la Educación Superior de América Latina. Revista De Ciencias Sociales, 31(2), 400-420. https://doi.org/10.31876/rcs.v31i2.43775
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