Implicaciones pedagógicas y desafíos emergentes de la IA generativa en la educación básica: una revisión sistemática
DOI:
https://doi.org/10.5281/zenodo.20312286Palabras clave:
educación básica, inteligencia artificial generativa, implicaciones pedagógicasResumen
El presente estudio tuvo como objetivo analizar las implicaciones pedagógicas y los desafíos emergentes asociados al uso de la inteligencia artificial generativa en la educación básica, mediante una revisión sistemática de la literatura científica reciente. Para ello, se adoptaron los lineamientos del modelo PRISMA 2020, complementados con el marco SPIDER, lo que permitió estructurar de manera rigurosa el proceso de búsqueda, selección y análisis de los estudios. La estrategia de búsqueda se realizó en la base de datos Scopus, empleando una ecuación avanzada basada en operadores booleanos y términos clave relacionados con inteligencia artificial generativa, educación básica y procesos de enseñanza-aprendizaje. Tras un proceso de filtrado y cribado por criterios de inclusión y exclusión, se seleccionaron 33 estudios para su análisis en profundidad. Los resultados permitieron identificar cinco ejes temáticos: impacto en el aprendizaje, uso de la inteligencia artificial generativa en el aula, transformación del rol docente, percepción del estudiante e implicaciones éticas y desafíos emergentes. En conjunto, los hallazgos evidenciaron que estas tecnologías tienen un alto potencial para personalizar el aprendizaje, mejorar la retroalimentación y fortalecer la participación estudiantil. No obstante, también se identificaron riesgos relacionados con la dependencia tecnológica, la superficialidad del aprendizaje y la necesidad de establecer marcos éticos claros. Se concluye que la integración de la IA generativa en la educación básica requiere un enfoque pedagógico equilibrado, que garantice su uso como herramienta de apoyo y promueva el desarrollo de competencias críticas en los estudiantes.
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