Transformando la docencia universitaria con el uso de la inteligencia artificial: oportunidades y retos
DOI:
https://doi.org/10.5281/zenodo.13386114Palabras clave:
educación superior, transformación docente, inteligencia artificialResumen
Este artículo de revisión sistemática aborda cómo la inteligencia artificial (IA) está transformando la docencia universitaria. Presenta las múltiples oportunidades que ofrece la IA con el propósito de mejorar y elevar la calidad de la educación universitaria, al tiempo que analiza los desafíos inherentes a la integración de estas tecnologías en los entornos docentes universitarios. Los resultados indican que la IA contribuye significativamente a la eficiencia y accesibilidad de la educación superior; sin embargo, la revisión también identifica varios desafíos que deben considerarse cuidadosamente para garantizar la implementación exitosa de la IA en entornos educativos. Una de las principales preocupaciones es la falta de personal adecuadamente capacitado que sea competente en el uso de la IA, además, existe un temor generalizado entre los educadores de que la IA pueda conducir a la sustitución de los maestros por máquinas, socavando el elemento humano que es fundamental para la profesión docente o que su privacidad pueda ser violada. Estas situaciones deben ser abordadas para optimizar su implementación y asegurar su efectividad.
Descargas
Citas
Alnasib, B. N. M. (2023). Factors Affecting Faculty Members’ Readiness to Integrate Artificial Intelligence into Their Teaching Practices: A Study from the Saudi Higher Education Context. International Journal of Learning, Teaching and Educational Research, 22(8), 465-491. Scopus. https://doi.org/10.26803/ijlter.22.8.24
Alotaibi, N. S., & Alshehri, A. H. (2023). Prospers and Obstacles in Using Artificial Intelligence in Saudi Arabia Higher Education Institutions—The Potential of AI-Based Learning Outcomes. Sustainability (Switzerland), 15(13). Scopus. https://doi.org/10.3390/su151310723
Baker, T., & Smith, L. (2019). Educ-AI-tion Rebooted? Exploring the future of artificial intelligence in schools and colleges. https://media.nesta.org.uk/documents/Future_of_AI_and_education_v5_WEB.pdf
Bearman, M., Ryan, J., & Ajjawi, R. (2023). Discourses of artificial intelligence in higher education: A critical literature review. Higher Education, 86(2), 369-385. Scopus. https://doi.org/10.1007/s10734-022-00937-2
Bucea-Manea-țoniş, R., Kuleto, V., Gudei, S. C. D., Lianu, C., Lianu, C., Ilić, M. P., & Păun, D. (2022). Artificial Intelligence Potential in Higher Education Institutions Enhanced Learning Environment in Romania and Serbia. Sustainability (Switzerland), 14(10). Scopus. https://doi.org/10.3390/su14105842
Cárdenas, J. (2023). Artificial intelligence, research and peer-review: Future scenarios and action strategies. Revista Espanola de Sociologia, 32(4). Scopus. https://doi.org/10.22325/fes/res.2023.184
Celik, I., Dindar, M., Muukkonen, H., & Jarvela, S. (2022). The Promises and Challenges of Artificial Intelligence for Teachers: A Systematic Review of Research. Techtrends, 66(4), 616-630. https://doi.org/10.1007/s11528-022-00715-y
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(1), 43. https://doi.org/10.1186/s41239-023-00411-8
Chu, H.-C., Hwang, G.-H., Tu, Y.-F., & Yang, K.-H. (2022). Roles and research trends of artificial intelligence in higher education: A systematic review of the top 50 most-cited articles. Australasian Journal of Educational Technology, 38(3), 22-42. https://doi.org/10.14742/ajet.7526
Dempere, J., Modugu, K., Hesham, A., & Ramasamy, L. K. (2023). The impact of ChatGPT on higher education. Frontiers in Education, 8. Scopus. https://doi.org/10.3389/feduc.2023.1206936
Dimitriadou, E., & Lanitis, A. (2023). A Critical Evaluation, Challenges, and Future Perspectives of Using Artificial Intelligence and Emerging Technologies in Smart Classrooms. Smart Learning Environments, 10. https://doi.org/10.1186/s40561-023-00231-3
Durso, S. de O., & Arruda, E. P. (2022). Artificial Intelligence in Distance Education: A Systematic Literature Review of Brazilian Studies. Problems of Education in the 21st Century, 80(5), 679-692. https://doi.org/10.33225/pec/22.80.679
Farrelly, T., & Baker, N. (2023). Generative Artificial Intelligence: Implications and Considerations for Higher Education Practice. Education Sciences, 13(11), 1109. https://doi.org/10.3390/educsci13111109
Heugh, K., French, M., Arya, V., Pham, M., Tudini, V., Billinghurst, N., Tippett, N., Chang, L.-C., Nichols, J., & Viljoen, J.-M. (2022). Multilingualism, Translanguaging and Transknowledging: Translation Technology in EMI Higher Education. AILA Review, 35(1), 89-127. https://doi.org/10.1075/aila.22011.heu
Higgins, J. P., & Green, S. (Eds.). (2008). Cochrane Handbook for Systematic Reviews of Interventions: Cochrane Book Series. https://doi.org/10.1002/9780470712184
Holmes, W., Iniesto, F., Anastopoulou, S., & Boticario, J. G. (2023). Stakeholder Perspectives on the Ethics of AI in Distance-Based Higher Education. International Review of Research in Open and Distance Learning, 24(2), 96-117. Scopus. https://doi.org/10.19173/irrodl.v24i2.6089
Imran, M., & Almusharraf, N. (2023). Analyzing the role of ChatGPT as a writing assistant at higher education level: A systematic review of the literature. Contemporary Educational Technology, 15(4). Scopus. https://doi.org/10.30935/cedtech/13605
Kang, H. (2023). Artificial intelligence and its influence in adult learning in China. Higher Education Skills and Work-Based Learning, 13(3), 450-464. https://doi.org/10.1108/HESWBL-01-2023-0017
Kiryakova, G., & Angelova, N. (2023). ChatGPT—A Challenging Tool for the University Professors in Their Teaching Practice. Education Sciences, 13(10), Article 10. https://doi.org/10.3390/educsci13101056
Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). Exploring generative artificial intelligence preparedness among university language instructors: A case study. Computers and Education: Artificial Intelligence, 5, 100156. https://doi.org/10.1016/j.caeai.2023.100156
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. Scopus. https://doi.org/10.1016/j.caeai.2022.100101
Lin, Y., & Yu, Z. (2023). A bibliometric analysis of artificial intelligence chatbots in educational contexts. Interactive Technology and Smart Education. https://doi.org/10.1108/ITSE-12-2022-0165
Macanchí Pico, M. L., Orozco Castillo, B. M., Campoverde Encalada, M. A., Macanchí Pico, M. L., Orozco Castillo, B. M., & Campoverde Encalada, M. A. (2020). Innovación educativa, pedagógica y didáctica. Concepciones para la práctica en la educación superior. Revista Universidad y Sociedad, 12(1), 396-403.
Mairal, R. (2023). What should the university of the future look like? On the Horizon, 31(1), 62-70. Scopus. https://doi.org/10.1108/OTH-08-2022-0050
Martín-Ramallal, P., Merchán-Murillo, A., & Ruiz-Mondaza, M. (2022). Formadores virtuales con inteligencia artificial: Grado de aceptación entre estudiantes universitarios. Educar, 58(2), Article 2. https://doi.org/10.5565/rev/educar.1482
Mas-Torelló, Ó., & Olmos-Rueda, P. (2016). El profesor universitario en el espacio europeo de educación superior.
McCallum, L. (2023). New takes on developing intercultural communicative competence: Using AI tools in telecollaboration task design and task completion. Journal for Multicultural Education. https://doi.org/10.1108/JME-06-2023-0043
McGrath, C., Cerratto Pargman, T., Juth, N., & Palmgren, P. J. (2023). University teachers’ perceptions of responsibility and artificial intelligence in higher education—An experimental philosophical study. Computers and Education: Artificial Intelligence, 4. Scopus. https://doi.org/10.1016/j.caeai.2023.100139
Memarian, B., & Doleck, T. (2023). Fairness, Accountability, Transparency, and Ethics (FATE) in Artificial Intelligence (AI) and higher education: A systematic review. Computers and Education: Artificial Intelligence, 5. Scopus. https://doi.org/10.1016/j.caeai.2023.100152
Ocaña-Fernández, Y., Valenzuela-Fernández, L. A., & Garro-Aburto, L. L. (2019). Inteligencia artificial y sus implicaciones en la educación superior. Propósitos y Representaciones, 7(2), 536-568. https://doi.org/10.20511/pyr2019.v7n2.274
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(6), 7893-7925. https://doi.org/10.1007/s10639-022-10925-9
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Pelletier, K., Robert, J., Muscanell, N., McCormack, M., Reeves, J., Arbino, N., & Grajek, S. (2023). 2023 EDUCAUSE Horizon Report, Teaching and Learning Edition.
Pisica, A. I., Edu, T., Zaharia, R. M., & Zaharia, R. (2023). Implementing Artificial Intelligence in Higher Education: Pros and Cons from the Perspectives of Academics. Societies, 13(5). Scopus. https://doi.org/10.3390/soc13050118
Rangel-de Lázaro, G., & Duart, J. M. (2023). You Can Handle, You Can Teach It: Systematic Review on the Use of Extended Reality and Artificial Intelligence Technologies for Online Higher Education. Sustainability (Switzerland), 15(4). Scopus. https://doi.org/10.3390/su15043507
Russel, S., & Norving, P. (2004). Inteligencia artificial, un enfoque moderno. https://luismejias21.files.wordpress.com/2017/09/inteligencia-artificial-un-enfoque-moderno-stuart-j-russell.pdf
Sailer, M., Bauer, E., Hofmann, R., Kiesewetter, J., Glas, J., Gurevych, I., & Fischer, F. (2023). Adaptive feedback from artificial neural networks facilitates pre-service teachers’ diagnostic reasoning in simulation-based learning. Learning and Instruction, 83. Scopus. https://doi.org/10.1016/j.learninstruc.2022.101620
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(1). Scopus. https://doi.org/10.1186/s41239-022-00326-w
Sharadgah, T. A., & Sa’di, R. A. (2022). A Systematic Review of Research on the Use of Artificial Intelligence in English Language Teaching and Learning (2015-2021): What Are the Current Effects? Journal of Information Technology Education-Research, 21, 337-377. https://doi.org/10.28945/4999
Sichterman, B., Ginkel, S. van, Halteren, M. van, Tilborg, R. van, & Noroozi, O. (2023). The Effects of a Constructively Aligned Virtual Reality Setting on Professionals’ Knowledge, Motivation and Perceptions. International Journal of Technology in Education, 6(4), Article 4. https://doi.org/10.46328/ijte.462
Slimi, Z. (2023). The Impact of Artificial Intelligence on Higher Education: An Empirical Study. European Journal of Educational Sciences, 10(1), 17-33.
Southgate, E., Blackmore, K., Pieschl, S., Grimes, S., McGuire, J., & Smithers, K. (2019). Artificial Intelligence and emerging technologies in schools: Research report (Australia) [Report]. Department of Education and Training (Australia). https://apo.org.au/node/254301
UNESCO. (2018, septiembre). Inteligencia artificial: Promesas y amenazas. https://unesdoc.unesco.org/ark:/48223/pf0000265211_spa
UNESCO. (2019). La inteligencia artificial en la educación. https://www.unesco.org/es/digital-education/artificial-intelligence
van den Berg, G., & du Plessis, E. (2023). ChatGPT and Generative AI: Possibilities for Its Contribution to Lesson Planning, Critical Thinking and Openness in Teacher Education. Education Sciences, 13(10). Scopus. https://doi.org/10.3390/educsci13100998
Wang, R., Cao, J., Xu, Y., & Li, Y. (2022). Learning engagement in massive open online courses: A systematic review. Frontiers in Education, 7. Scopus. https://doi.org/10.3389/feduc.2022.1074435
Wang, Y. (2023). Artificial Intelligence Technologies in College English Translation Teaching. Journal of Psycholinguistic Research, 52(5), 1525-1544. Scopus. https://doi.org/10.1007/s10936-023-09960-5
Wu, R., & Yu, Z. (2023). Do AI chatbots improve students learning outcomes? Evidence from a meta-analysis. British Journal of Educational Technology. Scopus. https://doi.org/10.1111/bjet.13334
Yang, T.-C. (2023). Application of Artificial Intelligence Techniques in Analysis and Assessment of Digital Competence in University Courses.
Yong, Y. J., Lee, J. H., & Kim, Y. S. (2022). A Study on the Possibility of a Change in Culture and Arts Education Curriculum by Shooting «METACLASSROOM» in the COVID19 Pandemic Era. Cypriot Journal of Educational Sciences, 17(5), 1603-1621.
Zheng, F. (2022). Personalized Education Based on Hybrid Intelligent Recommendation System. Journal of Mathematics, 2022, e1313711. https://doi.org/10.1155/2022/1313711
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
Hasta el Volumen 3, Número 2 de 2023, la revista utilizaba la Licencia Atribución-NoComercial (CC BY-NC), en la que requería que los autores autorizaran, por medio de una licencia de uso, la edición, publicación, reproducción, distribución y comunicación pública de la obra de su autoría.
A partir del Volumen 4, Número 1 de 2024, la revista se acoge a licencia Licencia Atribución (CC BY), permitiendo la posibilidad de copiar, distribuir, exhibir, y producir obras derivadas, siempre y cuando se reconozca y cite al autor.
