Fronteras de delegación cognitiva con inteligencia artificial generativa en educación superior: síntesis sistemática focalizada
Palabras clave:
aprendizaje, enseñanza superior, inteligencia artificial, pensamiento crítico, plan de estudios universitariosResumen
La inteligencia artificial generativa puede asumir operaciones que en educación superior funcionan como actividades de aprendizaje y evidencias de competencia, lo que exige delimitar su delegación cognitiva. Este trabajo tiene como objetivo analizar la evidencia empírica sobre GenAI y aprendizaje universitario, identificar configuraciones humano–IA y derivar criterios curriculares mediante el marco Fronteras de Delegación Cognitiva para la Reconfiguración Curricular (FDC-RC). Se realizó una síntesis sistemática focalizada, reportada con PRISMA 2020 y PRISMA-S y valorada con MMAT 2018. De 1.745 registros identificados, se priorizaron 50 candidatos; se recuperaron 41 reportes y 39 estudios integraron la síntesis. Como resultado se pudo identificar que la mayoría de los registros se publicó entre 2025 y 2026. Los beneficios fueron más consistentes con retroalimentación, andamiaje, indagación, diálogo socrático y verificación humana; la dependencia y sustitución cognitiva mostraron riesgos. Se concluye que la FDC-RC distingue actividades no delegables, aumentables, estratégicamente delegables y de evidencia indeterminada, aunque requiere validación prospectiva.
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Derechos de autor 2026 Rafael Tejeda Díaz, Antonio Clarencio Guzmán Ramírez, Gustavo Daniel Vargas Prias, Christian Alfredo Cevallos Arteaga, Roberth Israel Ponce Martínez, Henry Xavier Ponce Solórzano
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Editor Ejecutivo: Dr. Reynaldo Jiménez Guethón 