Análisis crítico del uso de inteligencia artificial en la formación de estudiantes universitarios
Abstract
El avance de la Inteligencia Artificial ha transformado múltiples sectores, incluido el educativo, donde la integración progresiva de tecnologías basadas en Inteligencia Artificial ha promovido el desarrollo de entornos formativos más adaptativos, interactivos y centrados en el estudiante. El estudio tuvo como objetivo analizar los beneficios y deficiencias de la inteligencia artificial en la formación de estudiantes universitarios. Se adoptó una metodología basada en el enfoque PRISMA, con fases de planificación, ejecución y síntesis, aplicando criterios de inclusión y exclusión rigurosos. Se seleccionaron 43 artículos publicados entre 2018 y 2025, provenientes de bases de datos como Scopus, Web of Science y Google Scholar, utilizando una matriz de extracción ad hoc para la sistematización de datos. Los hallazgos evidenciaron que la Inteligencia Artificial tiene un alto potencial transformador en la educación superior, mejorando la motivación, el desempeño académico y la eficiencia docente. Sin embargo, también se identificaron desafíos relacionados con la equidad algorítmica, la infraestructura tecnológica y la formación docente. Se concluye que, la Inteligencia Artificial constituye una herramienta estratégica para la innovación educativa, pero su implementación requiere marcos éticos y regulatorios sólidos, así como políticas de formación y evaluación que garanticen su uso inclusivo y sostenible.
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References
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Al-Tkhayneh, K. M., Alghazo, E. M., y Tahat, D. (2023). The advantages and disadvantages of using artificial intelligence in education. Journal of Educational and Social Research, 13(4), 105-117. https://doi.org/10.36941/jesr-2023-0094
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Asri (2024). Utilization of artificial intelligence in improving student achievement. Paradoks: Jurnal Ilmu Ekonomi, 7(4), 451-465. https://doi.org/10.57178/paradoks.v7i4.990
Athanassopoulos, S., Manoli, P., Gouvi, M., Lavidas, K., y Komis, V. (2023). The use of ChatGPT as a learning tool to improve foreign language writing in a multilingual and multicultural classroom. Advances in Mobile Learning Educational Research, 3(2), 818-824. https://doi.org/10.25082/AMLER.2023.02.009
Baidoo-Anu, D., y Owusu, L. (2023). Education in the era of generative Artificial Intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52-62. https://doi.org/10.61969/jai.1337500
Baker, R. S., e Inventado, P. S. (2014). Educational data mining and learning analytics. In J. Larusson y B. White (Eds.), Learning Analytics (pp. 61-75). Springer. https://doi.org/10.1007/978-1-4614-3305-7_4
Barrios, H., Rocío, V., y Guerra, Y. M. (2019). Artificial intelligence and education, challenges and disadvantages for the teacher. Arctic Journal, 72(12), 30-50.
Bhardwaj, V., Zhang, S., Tan, Y. Q., y Pandey, V. (2025). Redefining learning: student-centered strategies for academic and personal growth. Frontiers in Education, 10, 1518602. https://doi.org/10.3389/feduc.2025.1518602
Bikard, M., y Marx, M. (2020). Bridging academia and industry: How geographic hubs connect university science and corporate technology. Management Science, 66(8), 3425-3443. https://doi.org/10.1287/mnsc.2019.3385
Bilad, M. R., Yaqin, L. N., y Zubaidah, S. (2023). Recent Progress in the Use of Artificial Intelligence Tools in Education. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika, 7(3), 279-315. https://doi.org/10.36312/esaintika.v7i3.1377
Bissessar, C. (2023). To use or not to use ChatGPT and assistive artificial intelligence tools in higher education institutions? The modern-day conundrum – students’ and faculty’s perspectives. Equity in Education & Society. https://doi.org/10.1177/27526461231215083
Casimiro, C. N., Casimiro, W. H., Casimiro, J. F., y Ramos, F. (2025). Estrategias de enseñanza que promueven aprendizaje activo, crítico y colaborativo en universidades públicas peruanas. Revista de Ciencias Sociales (Ve), XXXI(E-11), 410-424. https://doi.org/10.31876/rcs.v31i.44009
Chergarova, V., Tomeo, M., Provost, L., De la Peña, G., Ulloa, A., y Miranda, D. (2023). Case study: Exploring the role of current and potential usage of generative artificial intelligence tools in higher education. Issues In Information Systems, 24(2), 282-293. https://doi.org/10.48009/2_iis_2023_125
Choi, W. C., Choi, I. C., y Chang, C. I. (2025). The impact of artificial intelligence on education: The applications, advantages, challenges and researchers’ perspective. Preprints. https://doi.org/10.20944/preprints202501.1420.v1
Cooper, G. (2023). Examining science education in ChatGPT: An exploratory study of generative artificial intelligence. Journal of Science Education and Technology, 32(3), 444-452. https://doi.org/10.1007/s10956-023-10039-y
Crompton, H., y Burke, D. (2023). Artificial intelligence in higher education: The state of the field. International Journal of Educational Technology in Higher Education, 20(1), 22. https://doi.org/10.1186/s41239-023-00392-8
Dieterle, E., Dede, C., y Walker, M. (2024). The cyclical ethical effects of using artificial intelligence in education. AI & Society, 39(2), 633-643. https://doi.org/10.1007/s00146-022-01497-w
Duarte, N., Montoya, Y., Beltrán, A., y Bolaño, M. (May 8, 2023). Use of Artificial Intelligence in Education: A systematic review. 4th South American International Conference on Industrial Engineering and Operations Management. https://doi.org/10.46254/SA04.20230169
Guan, H. (2023). Advantages and challenges of using artificial intelligence in primary and secondary school education. Journal of Education, Humanities and Social Sciences, 22, 377-383. https://doi.org/10.54097/ehss.v22i.12469
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Published
2025-10-09
How to Cite
Tuquinga-Cercado, M. A., López-Ramírez, M. L., Gutiérrez-Aguayo, J. A., & Delgado-Fajardo, S. J. (2025). Análisis crítico del uso de inteligencia artificial en la formación de estudiantes universitarios. Revista De Ciencias Sociales, 31, 319-334. https://doi.org/10.31876/rcs.v31i.44567
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