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.18273955Palavras-chave:
transformación digital, educación técnica superior, innovación pedagógica, tecnología educativa, gestión institucional, reforma curricularResumo
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.
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Direitos de Autor (c) 2026 Revista Arbitrada de Educación Contemporánea
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição-NãoComercial-SemDerivações 4.0.
