Uso de la IA para educar el inconsciente autorregulador: modelo PAR-IA para la educación universitaria

Laia Lluch Molins; Joaquim Valls Morató

doi:10.31637/epsir-2027-2980

Authors

Laia Lluch Molins Universitat Oberta de Catalunya https://orcid.org/0000-0002-7288-2028
Joaquim Valls Morató EUNCET Business School https://orcid.org/0009-0005-3414-930X

DOI:

https://doi.org/10.31637/epsir-2027-2980

Keywords:

self-regulated learning, higher education, explainable artificial intelligence (XAI), learning analytics, metacognition, positive neuroeducation, digital scaffolding, PAR-AI model

Abstract

Introduction: Artificial intelligence (AI) can support the development of university students’ unconscious self-regulation through digital scaffolds that consolidate habits of attention, planning, and metalinguistic reflection. This paper presents the PAR-AI model, a proposal for higher education structured in three phases: Plan (definition of academic goals), Act (use of AI-based supports such as reminders, progress dashboards, or generative assistants), and Reflect (micro-spaces for individual and group reflection on learning). Methodology: A systematized review of recent literature on AI, self-regulated learning, and higher education was conducted, leading to the development of a neuroeducational framework and an adaptable implementation guide. Results: Evidence suggests that the PAR-AI model enhances goal clarity, increases time-on-task, and promotes more structured reflection; the ritualization of routines contributes to the consolidation of attentional automatisms without increasing technological dependence. Discussions and conclusions: Explainable AI, when pedagogically mediated, can strengthen students’ autonomy and resilience. The PAR-AI model offers a scalable pathway to integrate lightweight AI into teaching practice and align technological innovation with student well-being and educational goals.

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Author Biographies

Laia Lluch Molins, Universitat Oberta de Catalunya

PhD in Education and Society (2019), awarded the special doctoral prize. Master’s degree in Innovation and Research in Education (2016). Postgraduate qualification in Leadership and Management of Educational Institutions (2021). Bachelor’s degree in Primary Education (2015), specialising in Supporting Diversity. Currently, a lecturer and researcher in the Department of Psychology and Educational Sciences at the Open University of Catalonia (UOC), specialising in educational innovation. Member of the GREDU research group (Grup de Recerca en Educació), affiliated with the Centre for Research into the Futures of Education in the Digital Age (UOC-FuturEd). Associate Professor (AQU, 2025). Research interests: higher education, educational technology, educational innovation and transformation, teacher training, formative assessment and feedback, and teaching methodologies.

Joaquim Valls Morató, EUNCET Business School

He holds a Doctorate in Humanities, Law and Social Sciences from the International University of Catalonia (2015), as well as a Master’s degree in the Information and Knowledge Society (2007) and a Bachelor’s degree in Economics from the same university (1982). His professional career combines academic management and institutional leadership in the fields of higher education and business training. He served as Academic Director of the Centre for University Studies in Economics for almost two decades (1988–2007) and subsequently as Director of the Centre for Business Studies (2007–2015), where he also held the post of Director-General (2015–2017). He also chaired the KIMMONS Institute (2012–2016) and is currently president of the Institute of Neuro-Calligraphic Programming.

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