Inteligencia artificial generativa y pensamiento crítico en la educación superior: implicaciones éticas, académicas y sociales
Keywords:
inteligencia artificial generativa, pensamiento crítico, educación superior, ética académica, alfabetización digitalAbstract
La finalidad de la presente investigación fue el estudio de la relación entre el uso de inteligencia artificial generativa y el pensamiento crítico en los estudiantes de educación superior; en este sentido se abordaron los aspectos éticos, académicos y sociales implicados. Fue un estudio de tipo cuantitativo, no experimental, transversal, de tipo descriptivo-correlacional. La muestra estuvo conformada por 185 estudiantes universitarios seleccionados mediante muestreo no probabilístico por conveniencia. Se utilizó para la investigación un cuestionario adecuado y con escala tipo Likert estructurada, de 28 ítems, organizadas en 4 dimensiones: uso académico de IA generativa, pensamiento crítico, percepción ética e implicaciones sociales. Se obtuvo un Alfa de Cronbach para el coeficiente de confiabilidad general del instrumento de 0,88. Entre los resultados se encontró que el 65,4 % de los estudiantes utilizaban IA generativa diaria o semanalmente a la hora de escribir borradores, buscar información inicial y organizar ideas. Asimismo, se logró motivar una correlación positiva moderada entre el uso académico de IA generativa y el pensamiento crítico (rho = 0,46; p < 0,01); así como entre el pensamiento crítico y la percepción ética (rho = 0,52; p < 0,01). La IA generativa puede fomentar el aprendizaje universitario desde el momento en que se use de una forma reflexiva, ética o pedagógicamente orientada.
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Copyright (c) 2026 Irineo René Ajhuacho Pinaya, Samuel Chambi Condori, Wilson Iván Gutiérrez Peña, Wilson Ángel Gutiérrez Rodríguez (Author)
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