Revisión PRISMA sobre el aprendizaje automático en la educación: Retos sociales y oportunidades en la formación de ciudadanos del mañana
DOI:
https://doi.org/10.31637/epsir-2026-1620Palabras clave:
Inteligencia Artificial, Machine Learning, Chatbot, Educación, ChatGPT, Tecnología, Formación docente, IA EscolarResumen
Introducción: Las fronteras entre la humanidad y la inteligencia artificial se están desdibujando, lo que plantea desafíos importantes en el ámbito educativo. Aunque las instituciones muestran interés en incorporar tecnologías como ChatGPT, persisten debates sobre su impacto en la formación de ciudadanos críticos y líderes del futuro. Metodología: Esta revisión sistemática, guiada por el método PRISMA, analiza estudios sobre el uso de herramientas de IA en contextos escolares, combinando enfoques cualitativos para valorar su relevancia pedagógica y cuantitativos para identificar tendencias de publicación. Resultados: Si bien muchas investigaciones se centran en disciplinas científicas donde la IA ya está integrada, los hallazgos revelan que el ámbito educativo aún enfrenta dificultades para adaptarse a estas tecnologías, lo que podría agravar las desigualdades existentes. Discusión: La incorporación de IA en la educación requiere estrategias que consideren no solo la dimensión tecnológica, sino también los factores sociales, éticos y pedagógicos que influyen en su implementación efectiva. Conclusiones: Se destaca la necesidad de avanzar en investigaciones con enfoques sociológicos y educativos que permitan diseñar políticas y prácticas eficaces para integrar la inteligencia artificial en el sistema escolar, formando estudiantes críticos, éticos y competentes en una sociedad cada vez más digitalizada.
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