Inteligencia artificial y cambio en las políticas educativas: un estudio cuantitativo en Institutos Superiores Tecnológicos de Lima Centro
DOI:
https://doi.org/10.5281/zenodo.18273955Palabras clave:
transformación digital, educación técnica superior, innovación pedagógica, tecnología educativa, gestión institucional, reforma curricularResumen
El presente estudio analiza la relación entre la implementación de inteligencia artificial y las transformaciones en políticas educativas dentro de institutos superiores tecnológicos situados en Lima Centro. Analizar la relación entre la adopción de IA y la percepción de transformación de las prácticas pedagógicas y en la adaptación curricular dentro de los Institutos Superiores Tecnológicos de Lima Centro. Es de metodología de tipo cuantitativo, con diseño no experimental transversal correlacional-causal. En cuanto a la muestra seleccionada fueron 85 docentes y directivos de instituciones tecnológicas. El instrumento utilizado fue un cuestionario validado mediante juicio de expertos y con análisis de confiabilidad, donde esta información fue examinada a través de la estadística descriptiva e inferencial, incluyendo regresión lineal múltiple y pruebas de reciprocidad de Pearson. Se demostraron una reciprocidad positiva significativa (r=0.731, p<0.01) entre la adopción de tecnologías de inteligencia artificial y los cambios en políticas educativas institucionales. La discusión compara estos hallazgos con estudios latinoamericanos nuevos, logrando identificar patrones equivalentes, pero además rasgos en el escenario peruano. La inteligencia artificial se relaciona significativamente con la percepción de renovación de marcos legales educativos, si bien permanecen brechas en capacitación docente e infraestructura. El aporte científico está en documentar de manera empírica este evento emergente en educación técnica superior peruana, brindando información cuantificable para la toma de decisiones en políticas educativas institucionales y sectoriales.
Descargas
Citas
Baker, T., & Smith, L. (2019). Educ-AI-tion rebooted? Exploring the future of artificial intelligence in schools and colleges. Nesta Foundation. https://doi.org/10.13140/RG.2.2.26501.81120
Bond, M., Marín, V. I., Dolch, C., Bedenlier, S., & Zawacki-Richter, O. (2018). Digital transformation in German higher education: Student and teacher perceptions and usage of digital media. International Journal of Educational Technology in Higher Education, 15(48), 1-20. https://doi.org/10.1186/s41239-018-0130-1
Buckingham Shum, S., Ferguson, R., & Martinez-Maldonado, R. (2019). Human-centred learning analytics. Journal of Learning Analytics, 6(2), 1-9. https://doi.org/10.18608/jla.2019.62.1
Cabero-Almenara, J., & Martínez, A. (2019). Las tecnologías de la información y comunicación y la formación inicial de los docentes: Modelos y competencias digitales. Profesorado, Revista de Currículum y Formación del Profesorado, 23(3), 247-268. https://doi.org/10.30827/profesorado.v23i3.9421
Celik, I., Dindar, M., Muukkonen, H., & Järvelä, S. (2022). The promises and challenges of artificial intelligence for teachers: A systematic review of research. TechTrends, 66(4), 616-630. https://doi.org/10.1007/s11528-022-00715-y
Chen, L., Chen, P., & Lin, Z. (2020). Artificial intelligence in education: A review. IEEE Access, 8, 75264-75278. https://doi.org/10.1109/ACCESS.2020.2988510
Chiecher, A. C., & Melgar, M. F. (2021). Transformación digital en universidades argentinas: Políticas institucionales y prácticas docentes en tiempos de pandemia. Revista Iberoamericana de Educación Superior, 12(35), 24-43. https://doi.org/10.22201/iisue.20072872e.2021.35.113
Crompton, H., & Burke, D. (2023). Artificial intelligence in higher education: The state of the field. International Journal of Educational Technology in Higher Education, 20(22), 1-22. https://doi.org/10.1186/s41239-023-00392-8
Durán, M., Gutiérrez, I., & Prendes, M. P. (2022). Análisis conceptual de modelos de competencia digital del profesorado universitario. Revista Electrónica Interuniversitaria de Formación del Profesorado, 25(1), 97-114. https://doi.org/10.6018/reifop.511261
Fullan, M. (2020). Leading in a culture of change. Jossey-Bass.
Fullan, M., & Gallagher, M. J. (2020). The devil is in the details: System solutions for equity, excellence, and student well-being. Corwin Press.
García-Peñalvo, F. J., Corell, A., Abella-García, V., & Grande-de-Prado, M. (2021). Recommendations for mandatory online assessment in higher education during the COVID-19 pandemic. Education in the Knowledge Society, 22, e23109. https://doi.org/10.14201/eks.23109
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign.
Hwang, G. J., Xie, H., Wah, B. W., & Gašević, D. (2020). Vision, challenges, roles and research issues of artificial intelligence in education. Computers and Education: Artificial Intelligence, 1, 100001. https://doi.org/10.1016/j.caeai.2020.100001
Ifenthaler, D., & Yau, J. Y. K. (2020). Utilising learning analytics to support study success in higher education: A systematic review. Educational Technology Research and Development, 68(4), 1961-1990. https://doi.org/10.1007/s11423-020-09788-z
Kamalov, F., Santandreu Calonge, D., & Gurrib, I. (2023). New era of artificial intelligence in education: Towards a sustainable multifaceted revolution. Sustainability, 15(16), 12451. https://doi.org/10.3390/su151612451
Kim, J., & Kim, M. (2022). Rise of social media influencers as a new marketing channel: Focusing on the roles of psychological well-being and perceived social responsibility among consumers. International Journal of Environmental Research and Public Health, 19(4), 2362. https://doi.org/10.3390/ijerph19042362
Koehler, M. J., & Mishra, P. (2023). TPACK in the age of ChatGPT and generative AI. Journal of Technology and Teacher Education, 31(2), 303-310.
López-Meneses, E., Sirignano, F. M., Vázquez-Cano, E., & Ramírez-Hurtado, J. M. (2020). University students' digital competence in three areas of the DigCom 2.1 model: A comparative study at three European universities. Australasian Journal of Educational Technology, 36(3), 69-88. https://doi.org/10.14742/ajet.5583
Martínez-Cerdá, J. F., Torrent-Sellens, J., & González-González, I. (2018). Socio-technical e-learning innovation and ways of learning in the ICT-space-time continuum to improve the competitiveness of organizations. Computers in Human Behavior, 88, 381-387. https://doi.org/10.1016/j.chb.2018.07.022
Martínez-Garcés, J., & Garcés-Fuenmayor, J. (2020). Competencias digitales docentes y el reto de la educación virtual derivado de la covid-19. Educación y Humanismo, 22(39), 1-16. https://doi.org/10.17081/eduhum.22.39.4114
Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2021). Conceptualizing AI literacy: An exploratory review. Computers and Education: Artificial Intelligence, 2, 100041. https://doi.org/10.1016/j.caeai.2021.100041
Pedró, F., Subosa, M., Rivas, A., & Valverde, P. (2019). Artificial intelligence in education: Challenges and opportunities for sustainable development. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000366994
Pregowski, M. (2020). The myth of digital natives. Studies in Logic, Grammar and Rhetoric, 62(1), 93-107. https://doi.org/10.2478/slgr-2020-0019
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2021). Balancing technology, pedagogy and the new normal: Post-pandemic challenges for higher education. Postdigital Science and Education, 3(3), 715-742. https://doi.org/10.1007/s42438-021-00249-1
Rodríguez-Abitia, G., & Bribiesca-Correa, G. (2021). Assessing digital transformation in universities. Future Internet, 13(2), 52. https://doi.org/10.3390/fi13020052
Rojas-Castro, A., & Torres-Coronas, T. (2020). Análisis de políticas públicas en educación digital en América Latina. Revista Española de Educación Comparada, 36, 225-244. https://doi.org/10.5944/reec.36.2020.27118
Sánchez-Prieto, J. C., Olmos-Migueláñez, S., & García-Peñalvo, F. J. (2019). Informal tools in formal contexts: Development of a model to assess the acceptance of mobile technologies among teachers. Computers in Human Behavior, 55(Part A), 519-528. https://doi.org/10.1016/j.chb.2015.07.002
Scherer, R., Siddiq, F., & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers' adoption of digital technology in education. Computers & Education, 128, 13-35. https://doi.org/10.1016/j.compedu.2018.09.009
Scott, W. R. (2014). Institutions and organizations: Ideas, interests, and identities (4th ed.). Sage Publications.
Selwyn, N. (2019). Should robots replace teachers? AI and the future of education. Polity Press.
Southworth, J., Migliaccio, K., Glover, J., Reed, D., McCarty, C., Brendemuhl, J., & Thomas, A. (2023). Developing a model for AI across the curriculum: Transforming the higher education landscape via innovation in AI literacy. Computers and Education: Artificial Intelligence, 4, 100127. https://doi.org/10.1016/j.caeai.2023.100127
Tan, S. C., Chan, C., Bielaczyc, K., Ma, L., Scardamalia, M., & Bereiter, C. (2020). Knowledge building: Aligning education with needs for knowledge creation in the digital age. Educational Technology Research and Development, 69(4), 2243-2266. https://doi.org/10.1007/s11423-020-09913-w
Tsai, Y. S., Perrotta, C., & Gašević, D. (2022). Empowering learners with personalised learning approaches? Agency, equity and transparency in the context of learning analytics. Assessment & Evaluation in Higher Education, 47(4), 554-567. https://doi.org/10.1080/02602938.2019.1676396
Trust, T., & Whalen, J. (2020). Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 189-199.
Tuomi, I. (2018). The impact of artificial intelligence on learning, teaching, and education. European Union. https://doi.org/10.2760/12297
Viberg, O., Hatakka, M., Bälter, O., & Mavroudi, A. (2020). The current landscape of learning analytics in higher education. Computers in Human Behavior, 89, 98-110. https://doi.org/10.1016/j.chb.2018.07.027
Williamson, B., & Eynon, R. (2020). Historical threads, missing links, and future directions in AI in education. Learning, Media and Technology, 45(3), 223-235. https://doi.org/10.1080/17439884.2020.1798995
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education: Where are the educators? International Journal of Educational Technology in Higher Education, 16(39), 1-27. https://doi.org/10.1186/s41239-019-0171-0
Zhao, Y., & Watterston, J. (2021). The changes we need: Education post COVID-19. Journal of Educational Change, 22(1), 3-12. https://doi.org/10.1007/s10833-021-09417-3
Publicado
Cómo citar
Número
Sección
Licencia
Derechos de autor 2026 Revista Arbitrada de Educación Contemporánea
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
