Inteligencia artificial generativa en la Educación Media Superior: aplicaciones, resultados, desafíos y consideraciones éticas. Una revisión sistemática
DOI:
https://doi.org/10.71112/yx2sk392Schlagwörter:
inteligencia artificial generativa, Educación Media Superior, ChatGPT, aprendizaje, revisión sistemáticaAbstract
Esta revisión sistemática analizó aplicaciones, resultados, desafíos y consideraciones éticas de la inteligencia artificial generativa (IAG) en Educación Media Superior. Se buscaron estudios publicados entre 2022 y agosto de 2026 en Google Scholar, SciELO, Redalyc y Dialnet. El corpus final comprendió 32 estudios empíricos únicos y se examinó mediante síntesis cualitativa integradora. Las aplicaciones incluyeron escritura, idiomas, matemáticas, ciencias, programación, tutoría y retroalimentación. Los resultados fueron heterogéneos: se identificaron efectos favorables, nulos, negativos y mixtos. La utilidad percibida y el desempeño con asistencia no equivalen necesariamente al aprendizaje independiente. Entre los desafíos destacaron dependencia cognitiva, confiabilidad, equidad, integridad académica y privacidad. Se concluye que el potencial educativo de la IAG depende del diseño pedagógico y de estrategias que preserven la autonomía y el pensamiento crítico. Se necesitan más estudios comparativos que evalúen el desempeño sin asistencia para aclarar sus efectos en el aprendizaje
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Copyright (c) 2026 Martha Laura Guzmán Zúñiga, Abdías Ortega León, José Raúl López Galván, Luis Julián Carranza del Ángel, Juan Ricardo Batres Solórzano (Autor/a)
Dieses Werk steht unter der Lizenz Creative Commons Namensnennung 4.0 International.
