Horizontes Compartidos: Un Estudio Bibliográfico sobre la Inteligencia Artificial Generativa en la Educación Básica, sus Ecos Humanos, Desafíos y la Búsqueda de un Aprendizaje con Sentido (2020-2024)
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https://doi.org/10.24054/ripcs.v4i1.4010Palabras clave:
Inteligencia Artificial Generativa, Educación Básica, Personalización del Aprendizaje, Habilidades del Siglo XXI, Humanismo Digital, Ética Educativa, Estudio Bibliográfico, 2020-2024Resumen
La Inteligencia Artificial Generativa (IAG) se instaló en el panorama educativo de la educación básica entre 2020 y 2024, generando tanto expectativas como hondas reflexiones. Este estudio bibliográfico se propuso analizar, desde una perspectiva humanista, el impacto de la IAG durante este periodo. Se examinaron las oportunidades que ofreció para la personalización del aprendizaje y el desarrollo de habilidades del siglo XXI, así como los desafíos éticos, pedagógicos y sociales que emergieron. Mediante una revisión sistemática de literatura académica publicada entre 2020 y 2024, se identificaron tendencias clave y se discutieron implicaciones para la comunidad educativa. Los hallazgos de esta revisión sugirieron que, si bien la IAG presentó herramientas prometedoras, su integración requirió una planificación cuidadosa, una formación docente continua y un enfoque centrado en el estudiante para mitigar riesgos como la dependencia tecnológica, el sesgo algorítmico y la brecha digital, buscando siempre preservar la esencia humana del acto educativo.
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Derechos de autor 2025 Marisa Alejandra Lara Escobar
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
