Efectos de la inteligencia artificial generativa en el desarrollo del pensamiento crítico en educación superior.
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https://doi.org/10.63618/omd/isj/v4/n3/390Palabras clave:
inteligencia artificial generativa, pensamiento crítico, educación superior, revisión sistemáticaResumen
La expansión de la inteligencia artificial generativa en la educación superior ha transformado el acceso, la producción y la evaluación del conocimiento, generando interrogantes sobre su incidencia en el pensamiento crítico. El objetivo fue analizar sistemáticamente la evidencia científica sobre sus efectos en estudiantes universitarios. Se realizó una revisión sistemática basada en PRISMA 2020, de tipo documental, alcance descriptivo-analítico y síntesis narrativa. La búsqueda se efectuó en Scopus, SciELO, Redalyc, ERIC, DOAJ y Google Scholar, con publicaciones de 2022 a 2026 en español, inglés y portugués. De 99 registros identificados, se eliminaron 49 duplicados, se cribaron 50 documentos, se revisaron 25 textos completos y se incluyeron 2 estudios. Se identificaron ChatGPT, GPT-3.5, GPT-4, DALL-E, Midjourney, Bing Chat, Open Assistant y GitHub Copilot. Los efectos favorables se relacionaron con generación de ideas, retroalimentación, comprensión y apoyo académico; los riesgos incluyeron dependencia cognitiva, aceptación acrítica, alucinaciones, sesgos, plagio y menor esfuerzo reflexivo. Se concluye que la IA generativa favorece el pensamiento crítico únicamente cuando se integra con mediación docente, alfabetización en IA, verificación de fuentes, evaluación auténtica y uso ético-reflexivo.
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Derechos de autor 2026 Leyme-Pilicita, Karina Elizabeth, Paucar-Jiménez, Luis Fernando, Guerrero-Zambrano, Marcos (Autor/a)
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
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