Uso de herramientas de inteligencia artificial en la escritura académica universitaria: una revisión sistemática
DOI:
https://doi.org/10.5281/zenodo.23111613Palabras clave:
inteligencia artificial, enseñanza de la escritura, educación universitariaResumen
El presente estudio tuvo como objetivo analizar la evidencia existente en la literatura científica sobre el uso de herramientas de IA en la escritura académica universitaria. Para ello, se optó por un enfoque metodológico cualitativo, de tipo documental, realizando una revisión sistemática a través del PRISMA. Se realizó una búsqueda inicial en las bases de datos de Scopus, ScienceDirect y Redalyc, considerando el periodo del 2023 al 2026.Finalmente, se incluyeron 41 estudios para el análisis final. Como parte de los resultados, se evidenció que los estudios convergen en cuatro ejes temáticos, que incluyen la percepción y actitudes de los estudiantes, el impacto de la IA en la escritura académica, la autonomía y el pensamiento crítico, y las estrategias pedagógicas desde el enfoque ético. Se concluye que la IA optimiza la eficiencia lingüística de la escritura académica, pero reduce la originalidad y la profundidad argumentativa cuando su uso carece de supervisión; su valor y uso formativo depende, por tanto, de una integración pedagógica y ética que preserve la agencia del estudiante y fortalezca el pensamiento crítico.
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